[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-408681-105":59,"doc-detail-408681-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teaching-vocabulary-in-the-early-childhood-classroom-susan-b-neuman-and-tanya-s-wright","Teaching Vocabulary in the Early Childhood Classroom - Susan B. Neuman and Tanya S. Wright","","Teaching vocabulary in early childhood is presented as a central driver of reading comprehension, since children must understand words in written texts to make meaning. The article highlights large vocabulary gaps between socioeconomic groups that emerge early, and explains consequences for later school success if treated as inevitable. It then outlines evidence that preschool years offer a key intervention window, that effective vocabulary support can reduce later reading difficulties, and that responsive adult talk mediates vocabulary growth and comprehension aligned with Common Core standards.",{"@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/teaching-vocabulary-in-the-early-childhood-classroom-susan-b-neuman-and-tanya-s-wright/408681/",{"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/teaching-vocabulary-in-the-early-childhood-classroom-susan-b-neuman-and-tanya-s-wright/408681.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is vocabulary development described as central to learning to read?","Question",{"text":112,"@type":113},"Children need to know the words that make up written texts to understand them. Vocabulary size is strongly linked to how well they comprehend what they read.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"When do vocabulary gaps between socioeconomic groups emerge?",{"text":117,"@type":113},"Significant differences are already produced by children’s early interactions with family by about age 4, with environmental factors present even as early as 15 months.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence is given to support effective vocabulary intervention?",{"text":121,"@type":113},"The article states that the highest vocabulary growth rate occurs during preschool, effective intervention can ameliorate later reading difficulties, and gains in oral vocabulary can predict later comprehension and reading performance.","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},408681,1791203672,{"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":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"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":144,"preview_page_count":4},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teaching Vocabulary in the Early Childhood Classroom  \nILLUSTRATIONS BY LIZA FLORES  \nBy Susan B. Neuman and Tanya S. Wright  \nI  \nt seems almost intuitive that developing a large and rich vocabulary is central to learning to read. Logically, children must know the words that make up written texts in order to understand them, especially as the vocabulary  \ndemands of content-related materials increase in the upper grades. Numerous studies have documented that the size of a person’s vocabulary is strongly related to how well that person understands what he or she reads, not only in the primary grades, but in high school as well.1  \nYet here’s the practical problem. Right from the beginning of schooling, there are profound di erences in vocabulary knowledge among young learners from di erent socioeconomic groups. Just consider the following statistics: by age 4, a child’s interaction with his or her family has already produced signi􀀞cant vocabulary di erences across socioeconomic lines, di erences so dramatic that they represent a 30 million word “catastrophe”(i.e., children  \nSusan B. Neuman is a professor and chair of the Teaching and Learning department at the Steinhardt School of Culture, Education, and Human Development at New York University. Previously, she was a professor of educational studies at the University of Michigan, where she directed the Ready to Learn Project. She has authored numerous books on early childhood, including Giving Our Children a Fighting Chance: Poverty, Literacy, and the Development of Information Capital. Tanya S. Wright is an assistant professor in the Department of Teacher Education at Michigan State University. is article is adapted, with permission of Teachers College Press, from Susan B. Neuman and Tanya S. Wright, All About Words: Increasing Vocabulary in the Common Core Classroom, PreK–2 . New York: Teachers College Press. Copyright 2013 by Teachers College, Columbia University. All rights reserved.  \nfrom high-income families experience, on average, 30 million more words than children from low-income families) .* Recent analyses indicate that environmental factors associated with vocabulary development and emergent literacy skills are already present among children as early as 15 months of age.2 By first grade, unfortunately, the repercussions become all too clear: children from high-income families are likely to know about twice as many words as children from low-income families, putting these children at a signi􀀞cantly higher risk for school failure.3  \nEven more disturbing, however, is that these statistics are often treated as inevitable, more or less a byproduct of poverty or lowincome status. 􀀝ink of the consequences! 􀀝is would mean that these children could be designated as reading failures before they ever enter through the schoolhouse doors.  \nLuckily, there is now a rich and accumulated new knowledge base that suggests a far di erent scenario. Consider these points:  \n• 􀀝e highest rate of vocabulary development occurs during the preschool years; therefore, it represents a crucial time when we can intervene.4  \n• E ective vocabulary intervention can ameliorate reading dif-􀀞cultieslater on. Children with resolved vocabulary delays can go on to achieve grade-level expectations in fourth grade and beyond.5  \n• 􀀝e quantity, quality, and responsiveness of teacher and parent talk can e ectively mediate socioeconomic status, thereby  \n*For more on this vocabulary gap, see “The Early Catastrophe” in the Spring 2003 issue of American Educator, [available at www.aft.org/newspubs/periodicals/ae/spring2003/](available at www.aft.org/newspubs/periodicals/ae/spring2003/)[ ](available at www.aft.org/newspubs/periodicals/ae/spring2003/)[hart.cfm.](hart.cfm.)  \n4 AMERICAN EDUCATOR | SUMMER 2014  \nensuring children’s growth in receptive and expressive vocabulary.6  \n• Gains in oral vocabulary development can predict growth in comprehension and later reading performance.7  \n􀀝is means that, in con","cbCaireeEiuYx642","https://ap.wps.com/l/cbCaireeEiuYx642","pdf",796016,"English","# Teaching Vocabulary in the Early Childhood Classroom\n## Vocabulary as a foundation for reading\n## Socioeconomic differences and early risks\n## Evidence for intervention in preschool years\n## Oral vocabulary and Common Core State Standards","[{\"question\":\"Why is vocabulary development described as central to learning to read?\",\"answer\":\"Children need to know the words that make up written texts to understand them. Vocabulary size is strongly linked to how well they comprehend what they read.\"},{\"question\":\"When do vocabulary gaps between socioeconomic groups emerge?\",\"answer\":\"Significant differences are already produced by children’s early interactions with family by about age 4, with environmental factors present even as early as 15 months.\"},{\"question\":\"What evidence is given to support effective vocabulary intervention?\",\"answer\":\"The article states that the highest vocabulary growth rate occurs during preschool, effective intervention can ameliorate later reading difficulties, and gains in oral vocabulary can predict later comprehension and reading performance.\"}]","Teaching Vocabulary in the Early Childhood Classroom - Susan B. Neuman and Tanya S. Wright | PDF",1790580243,25]