Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning

Making personal connections to words is a strategy that can bolster young students’ vocabulary learning. The personal connections strategy involves teacher‐initiated prompts that propel teacher–student conversations that connect students’ experiences with new word learning. In this article, we draw...

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Bibliographic Details
Published inThe Reading teacher Vol. 75; no. 4; pp. 403 - 412
Main Authors Neugebauer, Sabina Rak, Ellis, Emmaline, Coyne, Michael
Format Journal Article
LanguageEnglish
Published Newark Wiley 01.01.2022
Blackwell Publishing Ltd
Subjects
1‐Early childhood
2‐Childhood
Early Childhood Education
Intrinsic
Language development
Learning
Learning strategies
Student Experience
Teacher Student Relationship
Teaching methods
Vocabulary Development
Vocabulary learning
Young Children
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Summary:Making personal connections to words is a strategy that can bolster young students’ vocabulary learning. The personal connections strategy involves teacher‐initiated prompts that propel teacher–student conversations that connect students’ experiences with new word learning. In this article, we draw from complementary theoretical frameworks, research on evidence‐based practices, and our own empirical findings from classroom observations to showcase the value of using this strategy in combination with other evidence‐based strategies for encouraging students’ word learning. We provide guidance on ways to use this strategy effectively.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.2052