In 2010, state governments took their turn, becoming more proactive in educational reform. The No Child Left Behind Act, the Bush administration's reauthorization of the Elementary and Secondary Education Act, increased the role of states in enacting standards, assessments, and accountability. In recent years, however, education has increasingly become more of a state and even a federal concern. In the distant past, education was a local issue districts acted on their own to adopt instructional guidelines and curriculum. You might say that we are entering into a new age of educational reform: the age of the Common Core State Standards (CCSS). Oral Vocabulary Development and the Common Core State Standards And it turns out that this news couldn't come at a better time. Although we certainly have more to learn, the good news is that we now have an accumulated body of evidence on the characteristics of effective vocabulary instruction. This means that, in contrast to dire prognostications, there is much we can do to enable children to read and read well. Gains in oral vocabulary development can predict growth in comprehension and later reading performance.The quantity, quality, and responsiveness of teacher and parent talk can effectively mediate socioeconomic status, thereby ensuring children's growth in receptive and expressive vocabulary.Children with resolved vocabulary delays can go on to achieve grade-level expectations in fourth grade and beyond. Effective vocabulary intervention can ameliorate reading difficulties later on.The highest rate of vocabulary development occurs during the preschool years therefore, it represents a crucial time when we can intervene.
Luckily, there is now a rich and accumulated new knowledge base that suggests a far different scenario. Think of the consequences! This would mean that these children could be designated as reading failures before they ever enter through the schoolhouse doors. 3Įven more disturbing, however, is that these statistics are often treated as inevitable, more or less a byproduct of poverty or low-income status.
2 By first grade, unfortunately, the repercussions become all too clear: children from high-income families are likely to know about twice as many words as children from low-income families, putting these children at a significantly higher risk for school failure. * Recent analyses indicate that environmental factors associated with vocabulary development and emergent literacy skills are already present among children as early as 15 months of age. Just consider the following statistics: by age 4, a child's interaction with his or her family has already produced significant vocabulary differences across socioeconomic lines, differences so dramatic that they represent a 30 million word "catastrophe" (i.e., children from high-income families experience, on average, 30 million more words than children from low-income families). Right from the beginning of schooling, there are profound differences in vocabulary knowledge among young learners from different socioeconomic groups. Numerous studies have documented that the size of a person's vocabulary is strongly related to how well that person understands what he or she reads, not only in the primary grades, but in high school as well. Logically, children must know the words that make up written texts in order to understand them, especially as the vocabulary demands of content-related materials increase in the upper grades. It seems almost intuitive that developing a large and rich vocabulary is central to learning to read.
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