Vocabulary

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Vocabulary

• Strategies for intervention

Liz Baldwin Speech and Language Specialist
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Communication Cycle
Think
Plan Message
Understand
WordSentences
ToneVolumeExpressionGesture
ToneVolumeExpressionGesture
WordSentences
SpeechSounds
Message
Look / Listen
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Factors affecting vocabulary development

• Hearing
• Attention and listening skills
• Linguistic environment
• Phonic skills
• Short term memory and organisation skills
• Communication opportunities

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Common Vocabulary Errors

• Vague
• Well its like . got these things its like a
  flying thing its buzzy, no not buzzy its
  pretty
• Description
• Its the room at the bottom of the house. Its
  dark and gloomy.
• Wrong choice of word
• Pegs
• Make it up (neologisms)
• unbalow
• Gesture
• Use of nonspecific words
• This, that, it, thingy, whatsit

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Vocabulary skills

• Phonic knowledge
• What does the word sound like?
• Semantic knowledge
• What does the word mean?

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Four Vocabulary Strategies

• Phonic Elements
• Repetition
• Semantic Elements
• Visualisation

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Phonic Elements

• How many syllables does it have?
• What sound does it start with?
• What sounds can you hear in the word?
• What does it rhyme with?

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Repetition

• Repeated saying of the word
• Tapping or clapping the word to mark out the
  syllables

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Semantic Elements

• Category
• What group is it in?
• Attribute
• What is it like?
• Location
• Where do you find it?
• Function
• What do you do with it?

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Word Web
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Word Web
In longboats on land
Viking people
Warrior
Painted bodies, look fierce
Fight
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Visualization

• Visual representation of the meaning of a word or
  concept within the written word

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Warr r
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Absorption
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Absorption
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(No Transcript)
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(No Transcript)
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Selecting Vocabulary

• Pre-teach subject specific vocabulary
• Vocabulary items that pupil does not know. Look
  at comprehension errors
• Vocabulary items that pupil does not use in
  speech. Look at spoken errors
• Pupil selects words they do not know
• Use a vocabulary book in which to note unfamiliar
  words
• Use of word webs to gather information

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If you remember nothing else

• Poor understanding of vocabulary can lead to
  restricted use in spoken and written output
• Attention to phonic and semantic properties
• Teach relevant vocabulary and give opportunities
  for use
• Use visual strengths

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Further reading

• I Hear With My Little Ear And 101 Other Phonic
  Games
• Liz Baldwin 2006
• Published by LDA
• Receptive Language Difficulties
• Liz Baldwin 2008
• Published by LDA

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Liz Baldwin

• Email
• liz_at_evisionservices.co.uk
• Tel
• 01925 755058
• Address
• 30, Booths Lane, Lymm, Cheshire WA13 OPF