Vocabulary

What is it?​

Vocabulary knowledge includes an understanding of the meanings of words, how they are used, and how they relate to other words within the context of listening, speaking, reading, and writing. In school, students develop their understanding of various kinds of words, which can be categorized into three tiers based on frequency and usage: 

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• Tier 1: Words used in everyday communication (e.g., friend, excited, playful) 

• Tier 2: Words used across a variety of contexts and academic subject areas (e.g., investigate, summarize, compare) 

• Tier 3: Words used in particular academic subjects or content areas, (e.g., metamorphosis, evaporate, photosynthesis) 

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Why is it important?​

Understanding the meanings of words supports students in communicating their ideas, thoughts, and feelings in speech and writing, as well as understanding the messages shared by others (e.g., through reading comprehension and oral discourse comprehension).  

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What does the research say? 

Vocabulary knowledge is essential for supporting reading development at all stages (Duff, 2023). Students’ knowledge of word meanings supports word recognition, particularly when encountering unfamiliar words or words with irregular spelling patterns. Vocabulary knowledge also plays a critical role in reading comprehension, helping students understand and interpret the words and ideas presented in texts. ​

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All students should have access to explicit vocabulary instruction that includes definitions in student-friendly language, exposure to words within meaningful contexts (e.g., sentences, books), and multiple opportunities to engage with and use words through activities. ​

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Students who come to school with limited vocabulary knowledge or who are at risk of language or learning disabilities may benefit from additional, targeted vocabulary instruction in small groups.  

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Teaching students to use morphological knowledge (e.g., recognizing prefixes, suffixes, and root words) to determine the meanings of words is also important for developing the skills necessary to continue learning new vocabulary words independently.

For more information check out these resources: 

• Cuticelli et al. (2015)  

• Duff (2023) 

• Reading Rockets – Vocabulary Introduction 

• ONlit – Vocabulary
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​​​What types of PBL are best suited to supporting vocabulary development? 

After introducing new vocabulary words explicitly through small- and/or whole-group lessons and read-alouds, teacher-facilitated play-based learning approaches are best suited to supporting vocabulary development.  

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• Teacher-directed Play – Educators can create rule-based games for students to practice using new vocabulary words (e.g., a picture sort to identify pictures that match a target word). Educators could also tell or read a story aloud while students use their bodies to act out the meanings of new vocabulary words as they hear them. 

• Guided Play – Educators can support children in applying previously taught reading and spelling skills during play (e.g., making signs to label items in a play centre). 

• Free Play – Independent application: Children may independently practice previously learned word-reading and spelling skills during child-directed play (e.g., reading labels in pretend-play centres). However, free play alone should not be relied upon for systematic instruction in these skills.