[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600617-105":59,"doc-detail-600617-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","vocabulary-development-using-visual-displays-strategies","Vocabulary Development using Visual Displays - Strategies","","Vocabulary development using visual displays presents evidence-based approaches for supporting young children’s word learning, emphasizing read-alouds as an entry point to rich and varied language. It links vocabulary knowledge to school success and explains how kindergarten teachers can implement standards-aligned outcomes from the Common Core State Standards for Vocabulary Acquisition and Use. The article also highlights graphic organizers and visualization routines to strengthen comprehension, word relationships, and understanding for diverse learners.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-development-using-visual-displays-strategies/600617/",{"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/vocabulary-development-using-visual-displays-strategies/600617.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do read-alouds support vocabulary development for kindergarten children?","Question",{"text":112,"@type":113},"Read-alouds expose children to many new words in meaningful contexts. They also use illustrations as visual clues that support understanding.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which Common Core vocabulary outcomes does the document describe?",{"text":117,"@type":113},"It lists goals for determining meanings of unknown words, identifying new meanings of familiar words, using affixes as clues, exploring word relationships, and connecting word use to real life.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do graphic organizers play in learning new vocabulary?",{"text":121,"@type":113},"Graphic organizers are described as an effective way to promote understanding of new vocabulary. The document provides example tools such as Frayer Model, Venn Diagram, Word Maps, and Vocab-o-gram.","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},600617,1792517537,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Vocabulary Development using Visual Displays  \nVisual displays can support vocabulary development in unique and Ellen McKenzie creative ways.  \nVocabulary development is one of the top areas of focus for a child to learn to read and a central goal for primary grade students (Christ & Wang, 2010; National Research Council, 1998; Neuman, Dwyer, & Neuman, 2008) . Because learning is so dependent on language, success in school is essentially dependent on knowledge of words (Coyne, Simmons, & Kame’enui, 2004). Furthermore, it is widely documented and generally accepted that school success is linked to vocabulary knowledge (Anderson & Nagy, 1991; Becker, 1977; Christ & Wang, 2010; Neuman, Dwyer, & Neuman, 2008) . However, children enter kindergarten with varying levels of skills, dispositions, talents and needs. Some kindergarteners begin school with substantial differences in vocabulary understanding and knowledge (Christ & Wang, 2010; Hart & Risley, 1995; Newton, Padak & Rasinski, 2008) .  \nRead-aloudsexpose children to a multitude of new words.  \nKindergarten teachers use a variety of strategies that focus on vocabulary development. A common and effective practice to introduce new vocabulary to kindergarteners is reading storybooks to children, what is commonly known as “read-alouds”(Bus, van Ijzendoorn, & Pelligrini, 1995; Christ & Wang, 2010; Newton, Padak & Rasinski, 2008). Listening to books read out loud exposes children to a multitude of new words. Children’s literature has a collective abundance of complex language and rare words (Wooten & Cullinan, 2009) equal to more than those encountered in an average adult conversation or on prime time television (Cunningham  \n12  \nVol 42, No 2, 2014  \n& Stanovich, 1998) . Read-alouds introduce children to new words in meaningful contexts that make sense in their world. Not only do children’s books contain advanced vocabulary, the illustrations give visual context clues that aid in understanding (Christ & Wang, 2010; The Urban Child Institute, 2010) .  \nVocabulary development is a central goal of the Common Core State Standards (CCSS), adopted by 45 of the United States in 2012. The CCSS detail specific outcomes for vocabulary learning. The National Governors Association Center for Best Practices (2010) detailed the following kindergarten “Common Core Standards for Vocabulary Acquisition and Use”, which include goals for students to:  \n...determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content; identify new meanings for familiar words and apply them accurately; use the most frequently occurring inflections and affixes as a clue to the meaning of an unknown word; explore word relationships and nuances in word meanings; demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites; identify real-life connections between words and their use; distinguish shades of meaning among verbs describing the same general action; and, use words and phrases acquired through conversations, reading and being read to, and responding to texts. (p. 2)  \nLearning new words through hands-on, engaging, and interactive playful learning is one way to start bridging the achievement gap, meet the CCSS and respect and honor the child’s right to learn in an environment that is appropriate to his or her developmental level. It is important for teachers of young children to find engaging, creative and developmentally appropriate ways to meet the rigorous standards such as the use of graphic organizers after completing read-alouds in the kindergarten classroom.  \nDimensions of Early Childhood  \nVocabulary Development using Visual Displays  \nTable 1  \n\n| Graphic Organizer Name | Description of Graphic Organizer |\n| --- | --- |\n| Frayer Model | A four square model in which students and teachers define the word, list its characteristics, and give examples and non-examples of the target word (Graves, 2006) . ","cbCairzD8r1BUNMW","https://ap.wps.com/l/cbCairzD8r1BUNMW","pdf",439887,"English","# Vocabulary Development using Visual Displays\n## Read-alouds and new word exposure\n## Common Core vocabulary goals\n## Dimensions of Early Childhood\n## Graphic organizers\n## Visualizing words and classroom modeling\n## Prior to reading: setting the stage\n## Strategies to build prior knowledge","[{\"question\":\"How do read-alouds support vocabulary development for kindergarten children?\",\"answer\":\"Read-alouds expose children to many new words in meaningful contexts. They also use illustrations as visual clues that support understanding.\"},{\"question\":\"Which Common Core vocabulary outcomes does the document describe?\",\"answer\":\"It lists goals for determining meanings of unknown words, identifying new meanings of familiar words, using affixes as clues, exploring word relationships, and connecting word use to real life.\"},{\"question\":\"What role do graphic organizers play in learning new vocabulary?\",\"answer\":\"Graphic organizers are described as an effective way to promote understanding of new vocabulary. The document provides example tools such as Frayer Model, Venn Diagram, Word Maps, and Vocab-o-gram.\"}]","Vocabulary Development using Visual Displays - Strategies | PDF",1792091048,15]