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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| Published in | The Reading teacher Vol. 75; no. 4; pp. 403 - 412 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Newark
Wiley
01.01.2022
Blackwell Publishing Ltd |
| Subjects | |
| Online Access | Get full text |
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| Abstract | 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. |
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| AbstractList | 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. Abstract 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. |
| Audience | Early Childhood Education |
| Author | Coyne, Michael Neugebauer, Sabina Rak Ellis, Emmaline |
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| Snippet | Making personal connections to words is a strategy that can bolster young students’ vocabulary learning. The personal connections strategy involves... Making personal connections to words is a strategy that can bolster young students' vocabulary learning. The personal connections strategy involves... Abstract Making personal connections to words is a strategy that can bolster young students’ vocabulary learning. The personal connections strategy involves... |
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| SubjectTerms | 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 |
| Title | Making Personal Connections to Words to Increase Early Childhood Vocabulary Learning |
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