Content vocabulary is essential for children's comprehension of informational text. Teachers will need to support children in developing the technical or specialized words they need for informational text and in linking these words to key concepts in content area instruction. This article describes the vocabulary instruction that was observed during informational text read alouds in 55 kindergarten classrooms, and then provides ideas for supporting content‐rich vocabulary instruction in primary classrooms.
No takes yet. Share an insight, caveat, or question.
Tanya S. Wright (2013) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: