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The material reviews principles for selecting target vocabulary, distinguishing effective explicit instruction from ineffective practices such as dictionary copying or memorization. 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Children also learn word meanings indirectly through daily conversations, adult read-alouds, and extensive independent reading.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which vocabulary instruction approaches are stated as not working?",{"text":117,"@type":113},"The handouts list copying definitions from dictionaries, memorizing definitions, and unplanned vocabulary teaching through “teachable moments” as approaches that do not work.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the handouts connect morphology with vocabulary intervention?",{"text":121,"@type":113},"They present that many new words are morphologically complex and that instruction can focus on lexical depth, morphology, phonology, context, and active engagement. 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Daily conversations and oral language experience with adults and other children  \n2. Listening to adults read to them  \n3. Reading extensively on their own  \nNational Reading Panel (NRP) defined explicit vocabulary instruction as that which provides children with direct definitions and other attributes of words to be learned  \nVerbal Interaction between preschool teachers and children tend to be related to concrete, routine matters (Dunn, Beach, & Kontos, 1994)  \nWays to Select Target Vocabulary Words:  \n1) Words Worth Teaching, Closing the Vocabulary Gap by (Biemiller, 2010)  \n2) Tiers of Vocabulary (Beck et al., 2013)  \n2 Key Professional Development Books for Vocabulary Intervention:  \n1) Building Background Knowledge for Academic Achievement, Research on What Works in Schools by Robert J. Marzano  \n2) Creating Robust Vocabulary, Frequently Asked Questions and Extended Examples by Beck, McKeown, and Kucan  \nVocabulary Instruction that does NOT work:  \n1) Copying definitions from dictionaries  \n2) Memorizing definitions  \n3) Unplanned vocabulary teaching “teachable moments”  \nComprehensive Vocabulary Development Program:  \n1) Lexical Depth (Synonyms, Antonyms, Word Sorts, Similarities and Differences)  \n2) Use the target vocabulary word in a sentence  \n3) Morphology  \n4) Phonology  \n5) Context  \n6) Active Engagement and Visual Imagery  \n7) Repetition  \n8) Definition  \n9) Demonstration  \nAcronym: LUMP CARDD  \nVocabulary and Reading:  \nThe National Reading Panel (NRP, 2000) identified vocabulary as 1 of 5 key components of reading instruction.  \nEncouraging children’s exposure to novel words outside of the book reading context may prove helpful for promoting flexible and generalized use of target words (Kaderavek & Justice, 2002) .  \nAdequate reading comprehension depends upon a person already knowing 90-95% of the words.  \nWhen the word is not in the learner’s oral vocabulary it will NOT be understood in print.  \nAlthough children have extensive vocabularies prior to reading, reading is the most important mechanism for vocabulary development as they get older. (Anderson & Nagy, 1992)  \nMorphology:  \nApproximately 60% of new words acquired by school-age children are morphologically complex (Anglin et al.,1993)  \nBeginning in the upper elementary grades, textbooks are filled with morphologically complex words. (Nippold & Sun, 2008)  \nWindsor and colleagues found that –ed performance was an area of striking difficulty in children with language disorders written samples  \nFinestack & Satturlund (2018) conducted an online survey of 338 SLPs to examine procedures SLPs used to target grammatical forms.  \nResults indicated the following:  \nTargets: Plural-s, Present Progressive, Past Tense verbs, Pronouns, Possessives  \nProcedures: Modeling, Recasts, Requests Imitation, Explicit Presentations  \nActivities: Play with toys, conversation, and book reading  \nAcronym for grammatical interventions:  \nMRS . I  \nModeling – the child merely listens to the target structure, the child is not required to respond Recasts – repeat the child’s utterance but in the corrected form  \nSaliency – Used to make the grammatical targets stand out e.g., make the target form louder, longer and make dynamic pitch changes. Alter context: repeat grammatical target at the end of a phrase/sentence and force a contrast so the target form is highly informative.  \nImitation –Elicited imitation is far more intrusive than the other techniques. Imitation can be made with alternating targets.  \nCombined grammar facilitation appr","cbCaibE15x33082n","https://ap.wps.com/l/cbCaibE15x33082n","pdf",62321,"English","# Young Child\n## Influences on vocabulary before school entry\n## Indirect word learning\n## Explicit vocabulary instruction\n# Selecting Target Vocabulary Words\n## Words worth teaching\n## Tiers of vocabulary","[{\"question\":\"What contributes most to vocabulary growth before school entry?\",\"answer\":\"Conversations between children and parents were described as the most influential contributor. Children also learn word meanings indirectly through daily conversations, adult read-alouds, and extensive independent reading.\"},{\"question\":\"Which vocabulary instruction approaches are stated as not working?\",\"answer\":\"The handouts list copying definitions from dictionaries, memorizing definitions, and unplanned vocabulary teaching through “teachable moments” as approaches that do not work.\"},{\"question\":\"How do the handouts connect morphology with vocabulary intervention?\",\"answer\":\"They present that many new words are morphologically complex and that instruction can focus on lexical depth, morphology, phonology, context, and active engagement. They also describe approaches to morphological instruction and sample IEP objectives targeting affixes and root words.\"}]","Exploring Vocabulary and Morphological Interventions and Activities - KSHA 2019 Handouts | PDF",1790585056]