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 \n• How many words do typical students enter primary school and high school with?  \n• How do you ensure your students learn these words?  \n• What is a language difficulty?  \n© NSW Department of Education | Vocabulary Instruction Page 5 27 June 2016  \nTHE VOCABULARY LEARNING TASK  \n• The vocabulary learning task is huge  \n• The average fourth grader knows between 5,000-10,000 words  \n• The average high school graduate knows about 20,000+ words  \n• To acquire this extensive vocabulary 1,000 – 2,000+ root words per year have to be learned  \n• This translates to learning 3-7 words a day Anglin (1993); Nagy & Anderson (1984); Nation (1990)  \n© NSW Department of Education | Vocabulary Instruction Page 6 27 June 2016  \nWHAT DIFFERENCES DO WE SEE IN  \nSTUDENTS BEFORE THEY COME TO SCHOOL?  \nSocio Economic Status  \n| Words heard per hour | Words heard ina 100-hour week | Words heard ina 5,200 -hour year | 4 years |\n| --- | --- | --- | --- |\n| 616 | 62,000 | 3 million | 13 million |\n| 1,251 | 125,000 | 6 million | 26 million |\n| 2,153 | 215,000 | 11 million | 45 million |\n\n30+ million words difference  \nBetty Hart and Todd Risley (1995)  \n© NSW Department of Education | Vocabulary Instruction Page 7 27 June 2016  \nWHAT ISA LANGUAGE DIFFICULTY?  \n• Language difficulty refers to difficulties using and understanding language.  \n[https://www.youtube.com/watch?v=bemLJzDXOlk](https://www.youtube.com/watch?v=bemLJzDXOlk)  \n© NSW Department of Education | Vocabulary Instruction Page 8 27 June 2016  \nA LANGUAGE DIFFICULTY CAN INVOLVE ALL ASPECTS OF LANGUAGE  \n© NSW Department of Education | Vocabulary Instruction Page 9  \nExpressive language (talking, signing, writing)  \nPragmatic (social skills)  \nReceptive language (understanding)  \n27 June 2016  \n• 20% of four year old children have difficulty understanding or using language  \n• 14% of 15 year olds have only basic literacy skills  \n• Children with a language impairment are six times more likely to have a reading problem than children without  \n• 46% of young Australian offenders have a language impairment  \n• There is a high correlation between communication difficulties and poor mental health  \n[www.speechpathologyaustralia.org.au](www.speechpathologyaustralia.org.au)  \n© NSW Department of Education | Vocabulary Instruction Page 10 27 June 2016","cbCaidT2DeCOk3Bn","https://ap.wps.com/l/cbCaidT2DeCOk3Bn","pdf",1227204,46,"English","# Outcomes for this session\n# Vocabulary is one of the essential parts of language\n# The vocabulary learning task\n# What differences do we see in students before they come to school?\n# What is a language difficulty?\n# How language difficulty affects all aspects of language","[{\"question\":\"What learning outcomes does the session aim to achieve for participants?\",\"answer\":\"Participants receive an overview of language difficulties in classrooms, learn how vocabulary develops across stages and affects learning, and explore why vocabulary instruction matters and how to build a rich language classroom.\"},{\"question\":\"How does vocabulary development connect to reading and overall school achievement?\",\"answer\":\"Research links a child’s vocabulary growth to school achievement, shows that kindergarten vocabulary predicts reading learning ability, and notes that greater word knowledge increases access to information and supports thinking about the world.\"},{\"question\":\"What is a language difficulty and which language areas can it affect?\",\"answer\":\"Language difficulty refers to challenges using and understanding language. It can involve expressive language, receptive language, and pragmatic (social) communication.\"}]","DISABILITY, LEARNING & SUPPORT - Vocabulary Instruction - Working with Students with Language Difficulties | PDF",1790846503,116]