Open Access Graduate Research Paper
Vocabulary--Study and teaching (Early childhood); Vocabulary--Study and teaching (Primary);
The purpose of this literature review was to examine the importance of vocabulary development among kindergarten students, identify risk factors that effect vocabulary development, recognize developmentally appropriate practices, identify best practices and interventions to promote student growth, and determine if support from an instructional coach benefits the classroom teacher's pedagogy. Various research articles were collected and analyzed in order to find methods for closing the language gap as well as to change instruction that challenges students to reach their optimal vocabulary development range. Aside from socioeconomic status, there are several risk factors that affect vocabulary development, including age, cultural backgrounds, the amount of time spent on instruction, and the quality of instruction. Students who are taught vocabulary with direct, explicit instruction and provided authentic activities and experiences are more likely to develop their vocabulary knowledge. Additionally, teachers who diagnose learning discrepancies in vocabulary are able to implement research based interventions for students that will boost vocabulary knowledge and fill in the missing skills for students. The overarching conclusion from the literature review was the significance of instructional coaches working with educators in early childhood settings that bring about systemic change, sustain high fidelity over time, and engage in data based decision-making. The outcome of the literature review proved to be effective in providing insights on vocabulary development.
Date of Award
Master of Arts in Education
Department of Curriculum and Instruction
1 PDF file (iii, 52 pages)
©2017 Jessica L. Swaab
Swaab, Jessica L., "Vocabulary development with instructional coaching support" (2017). Graduate Research Papers. 233.