Vocabulary Skills: Just how important is Expressive Language to school success?

vocabulary, language, expressive language

One of the most powerful predictors of a child’s ability to learn to read and succeed in school is vocabulary size or how many words a child is using at kindergarten entry (Cunningham & Stanovich, 1997; Duncan, Yeung, Brooks-Gunn & Smith, 1998; Snow, Burns & Griffin, 1998). Vocabulary strongly relates to reading comprehension, intelligence, and general ability.

Do I need to worry if my friend’s children of the same age are using many words but my child has a lot less words?

From the earliest stages of language learning, children vary widely in their vocabulary size and rate of development (Fenson, Dale, Reznick, Bates, Thal & Pethick, 1994). Children vary widely in the rate at which they acquire words— some acquire new words slowly and speed up, other children start with a period of rapid word growth and continue at a steady pace.

If children however continue to show delays in vocabulary skills than same age peers, it is important to talk to a doctor or obtain a screen from a child speech pathologist.

What are Vocabulary Skills? Is Vocabulary How Many Words a Child Knows or is Saying?

Vocabulary can refer to both! Vocabulary includes both how many words a student understands when they hear or read the word (receptive vocabulary) as well as those they can produce in conversation or written work (expressive or productive vocabulary).

Remember sometimes children can read many words but do not know the meaning of these words. The ability to say a word when reading is called word recognition vocabulary which is different to expressive language skills.

Children with Language Difficulties often have Reduced Vocabularies – know and say as many words as seen in typical development.

Typically developing children are generally able to work out the meanings of many words from context and everyday interactions. However, it is important to note that children with language impairments may not learn words as efficiently. Children with language difficulties may require more frequent and repeated exposure to truly learn a word. In addition, children with language impairments are less likely to learn words incidentally through book reading. These children may need the reader to highlight unknown words and explicitly explaining the meaning of many words.

The more words you know, the more you can read

The more you read, the more words you will learn

For children starting school with a limited vocabulary, “more” reading does not necessary result in “more” vocabulary if the early vocabulary foundations are weak (Stanovich, 1986). Explicit teaching of new words if often required.

What Would a Problem with Expressive Vocabulary Look like in Children?

A child with vocabulary difficulties may show some or all of the following:

Expressive language difficulties:

hesitant language e.g. um, ah
non-specific words instead of using actual names or words e.g. ‘thing’, ‘this’
use of simpler words and a reduced range of words

Comprehension difficulties:

incorrect responses during class discussions
incorrect responses to comprehension questions about a written text

Reading difficulties, such as:

not remembering words read previously
difficulty choosing words in context
difficulty decoding words/ sounding out words
Vocabulary and emerging reading skills

Online Program

See how Focus on Toddler Talk can Start Boosting your child's Speech and Language today!

Contact Us

Ideas for Home

Early Intervention Activities, Resources & Ideas for home.

Checklists

Developmental Milestones & Online Checklists

Games & Toys

Educational Games and Toys. With Printables!

Books

Educational Book resources with Printables

Non-Verbal Communication Development in Children: The power of the point

non-verbal, babies, communication, non-verbal communication

Who has been bossed around by the power of the point! Did you know that if children do not point from an early age, it can be a red flag for later social and/or developmental delays? A point to indicate something or someone specifically is a key non-verbal communication gesture that parents are recommended to look out for. This simple gesture is a foundation expressive language skill for babies and toddlers.

Children are typically pointing from 12 months of age.

The point has power!

A point can mean:

Look!
I want that!
Not that one, that one
I want you/ I need you
That is the same as we saw before
Oh, you want me to show you I understood you (Where is the dog?)
And SO much more

If by 12 months children are not using the point gesture for all of these social interactional communication intents, then it is important to see if you can boost or encourage this non-verbal communication skill.

Children’s hearing & vision should always be checked to see if there are any reasons for concern!

If children are crying or whinging for something, then manipulate their finger so they are pointing at the thing you have guessed they want.

At the same time as you take their hand to format this important non-verbal gesture, help them point while saying “you want that ____, show me___”.

Play a game saying – “look” and exaggerate your pointing each time you show them something e.g. the light, the flower, the puppy

If they vaguely reach out or half-heartedly point – reward them for “pointing” by getting excited that they “told you something” – “OH you want the cup!!” Good showing me “and move their hand again into a point to reinforce that is was the non-verbal gesture that was good!

For further ideas on how to boost early verbal and non-verbal communication development in children take a look at our “FOCUS on TODDLER TALK” – it has heaps of video of Dr Sandra McMahon, Speech Pathologist, PhD explaining & demonstrating in easy to understand terms early foundation skills for talking and learning.