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The material outlines why vocabulary acquisition matters, how hearing loss can affect vocabulary development, and introduces a teaching hierarchy: input, comprehension, imitation, and spontaneous use. Strategies include direct and indirect input, comprehension checks for nouns/actions/descriptions, modeling and wait time for imitation, and structured spontaneous-use prompting. It also covers selecting target words via lexicon lists, power words, themes and routines, and daily interactive read-aloud practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/eskridge-vocabulary-vocabulary-acquisition-and-teaching-hierarchy/408711/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/eskridge-vocabulary-vocabulary-acquisition-and-teaching-hierarchy/408711.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does vocabulary age relate to a child's language growth over time?","Question",{"text":112,"@type":113},"The document lists vocabulary milestones by age: first word emergence at 12 months, about 50 words at 18 months, and a projected increase by 2, 3, 4, and 5 years. It also notes expected sentence length growth as vocabulary size increases.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is vocabulary acquisition important for later learning and reading?",{"text":117,"@type":113},"It states that children with severely delayed language and vocabulary are not ready to read because reading requires knowing and using the language. Concentrating on acquiring language and vocabulary is presented as the best way to support such children.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the four levels of the vocabulary teaching hierarchy and what happens in each?",{"text":121,"@type":113},"The hierarchy is Input, Comprehension, Imitation, and Use. Input involves meaningful interactions and strategies like repetition and parentese; comprehension checks whether a child understands; imitation uses modeling and expectant looks; use promotes spontaneous use through strategies such as wait time and responding to the child's intent.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},408711,1790695263,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Hannah R. Eskridge, MSP,CCC-SLP, LSLS Cert. AVT  \n| Age: | Vocabulary: | Syntax: |\n| --- | --- | --- |\n| 12 months | 1st word emerges | One word |\n| 18 months | 50 words | Maybe 2 word combos |\n| 2 years | 300 words | Average 2 word phrases |\n| 3 years | 900 words | Average 3-4 word sent. |\n| 4 years | 1500-1600 words | *Average 4-5 word sent. |\n| 5 years | 2100-2200 words | Average 5-8 word sent. |\n\n* Grammatically correct sentences 3  \nAPPLICATION  \n If a two year old child currently has a vocabulary age of 18 months (i.e. 50 words expressively) . By this time next year, the child will need to use approximately how many  \n5  \n4  \nAPPLICATION  \n For the same child, how many words to close the language gap and have age appropriate vocabulary skills?  \n6  \nVOCABULARY  \nWhy is Vocabulary Acquisition Important?  \n9  \n11  \nThe Tale of 3 Kindergartners  \n8  \n10  \n12  \nRelationship between Vocabulary and Later Success in School  \n|  |\n| --- |\n| |\n| The child with severely delayed language and vocabulary is not ready to read Because one must know and be able to use the language that is to be read, the best way to work with such a child is to concentrate on his/her acquisition of language and vocabulary. Robertson, L. (2009)\u003Cbr>15 |\n| \u003Cbr>VOCABULARY\u003Cbr>The Hierarchy |\n\n\n| \u003Cbr>\u003Cbr>\u003Cbr>Relationship between Vocabulary and Later Success in School\u003Cbr>|\n| --- |\n| 14 |\n|  |\n| \u003Cbr>\u003Cbr>\u003Cbr>Impact of Hearing Loss on Vocabulary Development\u003Cbr>|\n|  Inconsistent Technology Use\u003Cbr>|\n| \u003Cbr>Vocabulary\u003Cbr> WE KNOW:\u003Cbr>» What it is\u003Cbr>» Why it is important\u003Cbr>» How it can be impacted by hearing loss\u003Cbr>NOW WHAT?\u003Cbr>18 |\n\nWe Need a Hierarchy   \n|  |\n| --- |\n| \u003Cbr>What Does that Mean?\u003Cbr> INPUT: Bombard the child in different meaningful situations with the word.\u003Cbr> COMPREHENSION: Check to see if a child understands the meaning of a word.\u003Cbr> IMITATION: The child hears someone say a word and directly imitates the person.\u003Cbr> USE: The child uses the word in a different situation all on their own.\u003Cbr>21 |\n| \u003Cbr>\u003Cbr>Input |\n| Indirect Input Strategies\u003Cbr> Self Talk: Describe aloud what you are doing by using short simple sentences\u003Cbr>\u003Cbr> Parallel Talk: Describe aloud what your child is seeing, doing, hearing while he is doing it.\u003Cbr>\u003Cbr> Descriptions: Describing objects and people. Refrain from commands.\u003Cbr>\u003Cbr>bag  (looking inside) . I see some fruit. The fruit is yellow and you love to eat these\u003Cbr>\u003Cbr>23 |\n\nTeaching Hierarchy for Vocabulary & Language  \nINPUT  \nCOMPREHENSION  \nIMITATION  \nUSE  \n20  \nInput  \n Adults engage children in meaningful developmentally appropriate interactions and activities.  \n Direct Input Strategies:  \n» Repetition  \n» Highlighting  \n» Parentese  \n» Move closer » Target word at end of phrase/sentence » Modeling  \n» ALWAYS put the target word in a short phrase  \n22  \nComprehension  \nSome children begin using new vocabulary after input. If not we may need to do a comprehension check.  \nNouns  child picks noun from a set of objects.  \n24  \nComprehension  \nSome children begin using new vocabulary after input. If not we may need to do a comprehension check.  \nActions  child performs a requested action  \nPour   \n25  \nChecking For Comprehension  \n27  \nImitation  \n Strategies:  \n» Model and then look expectantly at the child.  \n» Model with another person.» more  \n» Wait time.  \n» Give a choice with target word being last choice.»   \n29  \nComprehension  \nSome children begin using new vocabulary after input. If not we may need to do a comprehension check.  \nDescriptions  child gives/shows item with specific characteristics.  \n26  \nChecking for Comprehension  \n28  \nSpontaneous Use  \n Strategies:  \n» Wait time. The younger the child, the longer the wait time needs to be.  \n» Use open-ended questions or statements (Tell me about  \nthat) .   \n» Sabotage the environment.  \n»   \n» Respond to what child said vs. what the child intended to say.  \n» Phonemic cue 30  \n\n| \u003Cbr>Pause here and watch videos.\u003Cbr>1. Input:\u003Cbr>[https://www.youtube.com/","cbCaiuFVfY0PtCjO","https://ap.wps.com/l/cbCaiuFVfY0PtCjO","pdf",2266876,"English","# Hannah R. Eskridge - Vocabulary Overview\n## Developmental Vocabulary Milestones\n## Why Vocabulary Acquisition Matters\n## Vocabulary, Reading Readiness, and Later School Success\n## Impact of Hearing Loss on Vocabulary Development\n## Teaching Hierarchy for Vocabulary & Language\n### Input\n### Comprehension\n### Imitation\n### Use\n## How to Select Words\n### Lexicon\n### Power Words\n### Themes & Routines\n### Daily Read Aloud","[{\"question\":\"How does vocabulary age relate to a child's language growth over time?\",\"answer\":\"The document lists vocabulary milestones by age: first word emergence at 12 months, about 50 words at 18 months, and a projected increase by 2, 3, 4, and 5 years. It also notes expected sentence length growth as vocabulary size increases.\"},{\"question\":\"Why is vocabulary acquisition important for later learning and reading?\",\"answer\":\"It states that children with severely delayed language and vocabulary are not ready to read because reading requires knowing and using the language. Concentrating on acquiring language and vocabulary is presented as the best way to support such children.\"},{\"question\":\"What are the four levels of the vocabulary teaching hierarchy and what happens in each?\",\"answer\":\"The hierarchy is Input, Comprehension, Imitation, and Use. Input involves meaningful interactions and strategies like repetition and parentese; comprehension checks whether a child understands; imitation uses modeling and expectant looks; use promotes spontaneous use through strategies such as wait time and responding to the child's intent.\"}]","Eskridge Vocabulary - Vocabulary Acquisition and Teaching Hierarchy | PDF",1790580321]