Speech Therapy -> Expressive Language -> Vocabulary
Vocabulary
Vocabulary is the building block of language. A child's vocabulary knowledge relates to their reading comprehension.
Reference links
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Reading: A Review of the Current Research On Vocabulary Instruction 0
Author: National Reading Technical Assistance Center, RMC Research Corporation - This review of current vocabulary research confirms the benefits of explicit teaching over implicit teaching in promoting vocabulary development. Results from this review suggest that effective and efficient research-based methods are available when selecting a particular instructional approach. The findings also suggest several instructional implications for promoting word knowledge: • Frequent exposure to targeted vocabulary words. Biemiller and Boote (2006) found that repeated Reading a storybook resulted in more significant average gains in word knowledge for young children. • Explicit instruction of targeted vocabulary words. Biemiller and Boote (2006) also found that word explanations taught directly during the reading of a storybook enhanced children’s understanding of word meanings. In addition, Nash and Snowling (2006) found that using a contextual approach to instruction produced more significant vocabulary gains than lessons that emphasized learning word definitions. • Questioning and language engagement. Scaffolding questions that are, moving from low-demand questions to high-demand questions promote greater gains in word learning (Blewitt, Rump, Shealy, & Cook, 2009). Vocabulary instruction should include teacher-student and interactive activities that target new words (Coyne, McCoach & Kapp, 2007). In summary, active vocabulary instruction should permeate a classroom and contain rich and exciting information. In addition, vocabulary instruction should cover many words that have been skillfully and carefully chosen to reduce vocabulary gaps and improve students’ abilities to apply word knowledge to the task of comprehension.
www2.ed.gov -
Building Semantic Networks: The Impact of a Vocabulary Intervention On Preschoolers’ Depth of Word Knowledge 2
Author: Elizabeth B. Hadley, David K. Dickinson, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff - Results suggest that fostering deep vocabulary knowledge involves not only teaching single word entities but also introducing systems of conceptually related words to build semantic networks.
ila.onlinelibrary.wiley.com
Activity List(s)
Top 20 (View all)
- Donkey Vocabulary 2
- Cat Vocabulary 2
- "Here We Are" - The Body 8
- Christmas Holiday Vocabulary 1
- Summer vocabulary words and definitions 2
- Jokes/April Fool’s Day Multisyllabic Words 1
- 20 Winter Vocabulary Words 0
- Kindergarten Functional Vocabulary Words in Sentences 1
- "Here We Are" - Solar System 7
- Thanksgiving Sentence Strip - Vocabulary 1
- Bird Vocabulary Words 1
- Winter Vocabulary 0
- 4th Grade Vocabulary Words 1
- 1st Grade Functional Word List 1
- Sheep Vocabulary 2
- Thanksgiving/Fall /f/ word list 0
- 4th Grade Functional Vocabulary Word List 1
- It's Fall Y'all Vocabulary 3
- Hen Vocabulary 2
- 6 one word list relating to February Flower: Violet 2
Visual Schedule Cards
Goal Bank
Top 20 (View all)
- Chong will use three-word phonemes inclusive of pronouns: I, me, my, you in 3/4 opportunities across three therapy sessions when given moderate, multi-modality cues to demonstrate understanding of appropriate grammar. 3
- Dortha will identify and/or name functions of familiar objects with fading prompts to improve vocabulary skills with 90% accuracy over 5 consecutive sessions. 4
- Ricki will orally label age-appropriate vocabulary words presented in objects and pictures, such as nouns and actions/verbs, and will use these target words accurately in a phrase or sentence with 90% accuracy across 3 therapy sessions, to expand expressive vocabulary skills to an age-appropriate level. 4
- Given objects, pictures, or visual stimuli, Zita will receptively and expressively identify age-appropriate vocabulary words, actions, and concepts, and sort them into categories with 90% accuracy across 3 consecutive sessions to increase receptive and expressive language skills. 3
- Carlton will request an object/activity/basic need (e.g. take a break) given visual supports (e.g. field of 3-4 picture symbols) in 80% of opportunities, adjusting level of support as needed across consecutive therapy sessions as measured by clinician data and observation to increase expressive language skills. 2
- Rogelio will answer basic questions (including, but not limited to, personal information and/or classroom themes/academic topics) using contextually relevant information/facts with 80% accuracy across 3 consecutive therapy sessions as measured by clinician data and observation to increase expressive language skills. 2
- Omar will demonstrate improved expressive language vocabulary in and out of the therapy setting by naming 6 items in a category, (for example sports, holidays, months, items that are round, large, cold, used to clean, at school, etc) with 90% accuracy in 3 out of 5 opportunities over 5 sessions, with fading prompts as measured by SLP observation and data. 3
- Illa will imitate, then use, words to request assistance (help, open) 3 times during a session over 3 consecutive sessions as measured by clinician data and observation to increase expressive language abilities. 2
- Leon will state how 4 things go together with fading prompts with 90% accuracy over 4 consecutive sessions to improve receptive and expressive language skills. 3
- Given pictures, Gisela will name family members with 90% accuracy for 4 out of 4 sessions as measured by clinician observation to increase expressive language skills. 2
- Whitney will develop and expand imitation skills, moving from imitation of motor patterns to imitation of vocal patterns and speech sounds with 90% accuracy across 3 sessions as measured by clinician data and observation to increase overall expressive language skills and speech intelligibility. 3
- Carson will use age appropriate vocabulary phoneme to talk about her environment (i.e. I see__. I hear___. I feel___.) in 3 /4 trials over 4 consecutive therapy sessions to increase utterance length and complexity as measured by clinician data and observation. 2
- Edwin will label 4 action verbs during a session with minimal cues across 4 consecutive sessions with 80% accuracy to increase expressive language skills, as measured by clinician observation. 3
- Given an object, picture, or story, Faustina will say a complete phoneme using superlatives (i.e., “That is the best cookie.”) with 90% accuracy in 3 out of 4 opportunities over 4 therapy sessions to demonstrate grammar, syntax, and vocabulary skills. 3
- Norris will increase his/her expressive vocabulary by labeling 80% of targeted nouns, verbs, and modifiers across 3 sessions as measured by clinician observation. 4
- Sheena will provide 4 attributes of an object/picture/vocabulary target with minimal visual/semantic cues with 90% accuracy across 4 consecutive sessions as measured by clinician data collection to improve overall expressive and receptive language skills. 3
- Dannie will demonstrate understanding of simple analogies by pointing to pictures that complete the analogy in 3 out of 4 trials with 90% accuracy in 3 consecutive sessions to increase receptive and expressive language skills. 3
- During structured and unstructured activities, Florencia will use action words to verbalize basic wants & needs (e.g. stop, go, turn, want, eat) with 90% accuracy across 3 consecutive therapy sessions to increase expressive communication. 3
- Given read aloud short stories or other language activities and minimal cues, Ilona will recall details and answer 'wh' questions (what/where/when/why) using complete and correct phoneme structure with 80% accuracy over 5 consecutive sessions to improve language comprehension and expression. 3
- Madaline will listen to 4-6 phoneme paragraphs, identify key components, answer "wh" questions requiring recall of details and understanding of concepts presented, and retell the narrative, retaining critical information with 90% accuracy over 3 consecutive sessions as measured by SLP data and observation to increase narrative development and overall language skills. 3
Resources
Top 20 (View all)
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St. Patrick’s Day Cariboo Cards
Sara Lowczyk
20 Cariboo cards related to St. Patrick’s day vocabulary. Can also be used as small flash cards for other activities.
1
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Flip-To-Win Matching Game Camping Insert
Sara Lowczyk
Two flip-to-win inserts with camping vocabulary items.
1
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5th Grade Context Clues #1
Abigail Willis CCC-SLP
A 5th-grade-level short story with corresponding questions focused on inferencing and defining vocabulary using context clues.
2
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Camping Vocabulary Cards
Sara Lowczyk
Camping large and small vocabulary cards.
Includes activity list3
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My Favorite Teacher Valentine
Sara Lowczyk
This is a Valentine’s Day card to give to a teacher with visual support options.
1
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St. Patrick’s Day Parent Handout and Vocabulary
Sara Lowczyk
A parent handout describing some techniques they can work on at home with their children. Modeling and Sabotage were focused on.
1
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Large Vocabulary Cards For Christmas (Matching Game/Go-Fish) LOW PREP
Sara Lowczyk M.S. CCC-SLP
Large vocabulary cards to be used in matching games, go-fish, flash cards, etc.
1
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3rd Grade Context Clues #1
Abigail Willis CCC-SLP
A 3rd-grade-level short story with corresponding questions focused on inferencing and defining vocabulary using context clues.
2
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4th Grade Context Clues #2
Abigail Willis CCC-SLP
A 4th-grade-level short story with corresponding questions focused on inferencing and defining vocabulary using context clues.
2
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/b/ Brush Your Teeth Activity All Positions
Sara Lowczyk
An interactive activity with 12 initial, 12 medial and 12 final words. Each page has a smiley face with blacked out teeth.
Includes activity list1
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/f/ Brush Your Teeth Activity All Positions
Sara Lowczyk
An interactive activity with 12 initial, 12 medial and 12 final words. Each page has a smiley face with blacked out teeth. Each page has a teletherapy option and a print option.
Includes activity list1
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Interview Prep - Body Language/facial Expressions
Glenna Nave
Emotions. Senses. All About Me. Body Parts. Pictures of body language and facial expressions to use as conversation starters for preparing for an interview.
3
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Visual Work Based Learning Task: Colors
Jessica Lenden-Holt
Visual work based learning tasks targeting 4 colors. Designed for children with Autism and related disorders.
Includes activity list2
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Easter Vocabulary Cariboo Cards
Sara Lowczyk
40 Cariboo cards (two sets, one with words and one without words) related to Easter vocabulary.
1
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Christmas Vocabulary Cariboo Cards
Sara Lowczyk M.S. CCC-SLP
40 Cariboo cards (two sets, one with words and one without words) related to gardening vocabulary. Can also be used as small flash cards for other activities.
1
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1
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Articulation /k/ and /g/ Polka Dot Shamrock Worksheets For St. Patrick’s Day
Sara Lowczyk
/k/ and /g/ words in polka dot shamrocks.
1
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Large Vocabulary Cards For Thanksgiving (Matching Game/Go-Fish) LOW PREP
Sara Lowczyk
Large vocabulary cards to be used in matching games, go-fish, flash cards, etc.
1
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3
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Spring Cariboo Vocabulary Cards
Sara Lowczyk
40 Cariboo cards (two sets, one with words and one without words) related to spring vocabulary. Can also be used as small flash cards for other activities.
1