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Academic Vocabulary as a Measure of School Readiness

Academic Vocabulary as a Measure of School Readiness

Melina L. Knabe, Emma Lazaroff, Haley A. Vlach
Copyright: © 2022 |Pages: 29
ISBN13: 9781799886495|ISBN10: 1799886492|ISBN13 Softcover: 9781799886501|EISBN13: 9781799886518
DOI: 10.4018/978-1-7998-8649-5.ch006
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MLA

Knabe, Melina L., et al. "Academic Vocabulary as a Measure of School Readiness." Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, edited by Anastasia Lynn Betts and Khanh-Phuong Thai, IGI Global, 2022, pp. 113-141. https://doi.org/10.4018/978-1-7998-8649-5.ch006

APA

Knabe, M. L., Lazaroff, E., & Vlach, H. A. (2022). Academic Vocabulary as a Measure of School Readiness. In A. Betts & K. Thai (Eds.), Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness (pp. 113-141). IGI Global. https://doi.org/10.4018/978-1-7998-8649-5.ch006

Chicago

Knabe, Melina L., Emma Lazaroff, and Haley A. Vlach. "Academic Vocabulary as a Measure of School Readiness." In Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness, edited by Anastasia Lynn Betts and Khanh-Phuong Thai, 113-141. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8649-5.ch006

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Abstract

Researchers have historically focused on characterizing vocabulary development in infants and toddlers. However, less is known about the vocabulary composition of children entering formal schooling. The authors propose that a critical next step in understanding school readiness is to characterize the academic vocabulary of children entering kindergarten. These assessments should identify knowledge of words used in general academic discourse and specific domains (e.g., science). This chapter outlines initial steps taken by the authors to identify children's science vocabulary around the age of school entry. Furthermore, the complexity of vocabulary assessment is illustrated via a discussion of vocabulary development in dual-language learners. Understanding the words that children can produce at various stages of development will help determine whether children are ready for school and inform interventions that target word knowledge. Indeed, focusing on children's vocabulary presents an exciting new opportunity to integrate developmental science with real-world educational settings.

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