Vocabulary Development

using Visual Displays

Visual displays can support vocabulary development in unique and Ellen McKenzie
creative ways.

Vocabulary development is one of the top areas of & Stanovich, 1998). Read-alouds introduce children
focus for a child to learn to read and a central goal for to new words in meaningful contexts that make sense
primary grade students (Christ & Wang, 2010; Na- in their world. Not only do children’s books contain
tional Research Council, 1998; Neuman, Dwyer, & advanced vocabulary, the illustrations give visual context
Neuman, 2008). Because learning is so dependent on clues that aid in understanding (Christ & Wang, 2010;
language, success in school is essentially dependent on The Urban Child Institute, 2010).
knowledge of words (Coyne, Simmons, & Kame’enui, Vocabulary development is a central goal of the Com-
2004). Furthermore, it is widely documented and gener- mon Core State Standards (CCSS), adopted by 45 of the
ally accepted that school success is linked to vocabulary United States in 2012. The CCSS detail specific out-
knowledge (Anderson & Nagy, 1991; Becker, 1977; comes for vocabulary learning. The National Governors
Christ & Wang, 2010; Neuman, Dwyer, & Neuman, Association Center for Best Practices (2010) detailed the
2008). However, children enter kindergarten with vary- following kindergarten “Common Core Standards for
ing levels of skills, dispositions, talents and needs. Some Vocabulary Acquisition and Use”, which include goals
kindergarteners begin school with substantial differences for students to:
in vocabulary understanding and knowledge (Christ &
Wang, 2010; Hart & Risley, 1995; Newton, Padak & ...determine or clarify the meaning of unknown
Rasinski, 2008). and multiple-meaning words and phrases based
on kindergarten reading and content; identify new
meanings for familiar words and apply them ac-
Read-alouds curately; use the most frequently occurring inflec-
tions and affixes as a clue to the meaning of an
expose children unknown word; explore word relationships and
to a multitude of nuances in word meanings; demonstrate under-
standing of frequently occurring verbs and adjec-
new words. tives by relating them to their opposites; identify
real-life connections between words and their use;
Kindergarten teachers use a variety of strategies that distinguish shades of meaning among verbs describ-
focus on vocabulary development. A common and effec- ing the same general action; and, use words and
tive practice to introduce new vocabulary to kindergar- phrases acquired through conversations, reading
teners is reading storybooks to children, what is com- and being read to, and responding to texts. (p. 2)
monly known as “read-alouds” (Bus, van Ijzendoorn, & Learning new words through hands-on, engaging, and
Pelligrini, 1995; Christ & Wang, 2010; Newton, Padak interactive playful learning is one way to start bridg-
& Rasinski, 2008). Listening to books read out loud ing the achievement gap, meet the CCSS and respect
exposes children to a multitude of new words. Children’s and honor the child’s right to learn in an environment
literature has a collective abundance of complex lan- that is appropriate to his or her developmental level. It is
guage and rare words (Wooten & Cullinan, 2009) equal important for teachers of young children to find engaging,
to more than those encountered in an average adult creative and developmentally appropriate ways to meet the
conversation or on prime time television (Cunningham rigorous standards such as the use of graphic organizers af-
ter completing read-alouds in the kindergarten classroom.
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 Vocabulary Development using Visual Displays

Table 1
Graphic Organizer Name Description of Graphic Organizer
Frayer Model A four square model in which students and teachers define the word, list
its characteristics, and give examples and non-examples of the target word
(Graves, 2006).
Venn Diagram Overlapping circles are used to describe relationships between concepts
(TeacherVision, 2013).
Word Maps Visual organizers that provide a space for a picture, definition, synonyms, and
antonyms (Jones, 2007).
Vocab-o-gram Words from a story are used to make predictions about the setting, charac-
ters, plot and resolution, helping build vocabulary knowledge (Blachowicz &
Fisher, 2006; Newton, Padak & Rasinski, 2008).

Graphic Organizers graphic organizers stated in Table 1 Two words – words that occur
as visual representations. Eventually, frequently across texts, domains and
Research indicates that using as the children gain more experi- whose meaning the students proba-
graphic organizers for new vocabu- ence, the graphic organizers may be bly do not already know are essential
lary words is an effective way to pro- completed in pairs or small group for comprehension (Beck, McKe-
mote understanding (Rakes, Rakes settings. These visual vocabulary own, & Kucan, 2002; Newton,
& Smith, 1995; Newton, Padak & strategies are useful for increasing Padak & Rasinski, 2008). Words
Rasinski, 2008). Though typically word recognition and understanding should also be chosen based on stu-
used by older students, teachers are and maybe a good way to promote dent interest and opportunities for
finding that kindergarten students vocabulary development in English numerous exposures to the word in
are benefitting from using graphic for English language learners (New- multiple contexts (Beck, McKeown,
organizers to reinforce vocabulary ton, Padak & Rasinski, 2008). & Kucan, 2002).
skills. In this article, examples of ef- In order for students to learn and
fective graphic organizers that can be Prior to Reading: remember new words, teachers must
used with kindergarten children are Setting the Stage activate prior knowledge. Teachers
listed on Table 1. must spend time building the child’s
It is best practice to select words schema so that he or she can connect
Visualizing Words on which to focus during the read- the new word to existing under-
The teacher in whole and small aloud prior to the reading. Texts standings (Christ & Wang, 2010;
group settings can best model the should be chosen that include Tier Newton, Padak & Rasinski, 2008).
As seen in Figure 1 (following
page), prior to the reading, the
Strategies to Build Prior Knowledge teacher selected the word celebration
• After selecting the words from the story, effective teachers introduce the new as a target vocabulary word. As seen
vocabulary to students without defining the words. in the photo, students brainstormed
• Writing the selected words on the board, sticky notes, word cards, graphic the meaning of the word celebration,
organizers, and word walls stimulates interest in the words and builds anticipation. and wrote and drew their thoughts
• Passing out word cards prior to reading is an effective way to encourage about the meaning of the word on
participation. This affords students the opportunity to hold up their words when they sticky notes. Once the students had
are heard in the text and maintains interest in the book and in the vocabulary. finished and posted them to the
• Taking a picture walk of the book to look for clues about the word’s meaning prior poster, the teacher sorted and clas-
to reading is a good strategy for building understanding. Teachers can encourage sified them with the students. The
students to discuss, draw, write, or visualize what they think the words will mean.
majority of the students thought
Having students predict word meanings and draw or write them on sticky notes is a
good practice for engaging students with vocabulary words. celebration was some sort of party,
while others thought of holidays

Dimensions of Early Childhood Vol 42, No 2, 2014 13

 Vocabulary Development using Visual Displays

Figure 1: Brainstorming meanings vocabulary instruction yields higher

gains in vocabulary than lessons
with students with provided definitions (Nash &
Snowling, 2006). Further, research
indicates that students have higher
gains in language when exposed to
sophisticated language through read-
alouds, have repeated contact with
the words, and are given opportu-
nities to talk about the vocabulary
(Beck & McKeown, 2007; Newton,
Padak & Rasinski, 2008). Repeated
readings of the same storybook result
in higher gains in student vocabulary
such as Christmas and Thanksgiv- 2009; Newton, Padak & Rasinski, (Biemiller & Boote, 2006).
ing. Several students drew images of 2008), and modeling “think alouds” When teachers ask students ques-
Mardi Gras and parades, which are during reading (The Urban Child In- tions about the details, pictures, and
particularly interesting since these stitute, 2010). When teachers orally clues, they help scaffold children’s
students live in the New Orleans question themselves and the texts understanding. Students make great-
area, and the vocabulary activity to find meaning and act out their er gains in vocabulary when teachers
occurred during Mardi Gras sea- own thinking processes, students are scaffold questions, beginning with
son. A few others drew and named given a scaffold for learning cogni- low-demand questions and working
fireworks as a part of a celebration. tion and comprehension. Students towards more demanding questions
The students and teacher grouped make the highest gains in vocabulary (Blewitt, Rump, Shealy, & Cook,
the words by similar characteristic knowledge when teachers utilize 2009). Effective teachers stop during
and meanings. Drawing from the interactive approaches (Copple & reading and have students discuss
knowledge base of the child while Bredekemp, 2009; Leong, 2008). what the word means with a part-
building a definition together allows Knowledgeable teachers under- ner. This allows teachers to check
teachers to incorporate the child’s stand the value of giving students predictions with the students and
cultural background in the meaning- intentional exposure to new vo- supports the child’s attempts to build
making process. When students cabulary. Upon encountering the understanding and meaning. While
have opportunities to interact with new word, effective early childhood reading, it is important to point out
their teachers and the text, vocabu- teachers ask eliciting type questions the target words in the text. Students
lary instruction is more meaningful to focus the child’s thinking on word can be directed to discover how the
and beneficial (Christ & Wang, meaning. In this way, definitions are surrounding text and illustrations
2010; Copple & Bredekemp, 2009; drawn from and constructed with support the meaning of the new
Coyne, McCoach, & Kapp, 2007). the children as opposed to simply words. Guiding students to vocabu-
exposing them to the new words lary understanding through acting,
During Reading: Building within the context of the book singing, and drawing offers students
Understanding (Newton, Padak & Rasinski, 2008; multiple modalities for learning.
The Urban Child Institute, 2010). Pictured in Figure 2, the teacher
During read-alouds, there are When reading aloud, using embed- selected the word community as a
many effective ways to encourage ded definitions in which the mean- focus for vocabulary instruction
students to learn new words from ing of the word is clear and obvious based on words in the piece of litera-
storybooks. Best practices include la- in the natural context of the story is ture she was reading. The students
beling items in the book orally, nam- beneficial to the student (Christ & worked through the definition with
ing objects seen in the illustrations, Wang, 2010; The Urban Child Insti- their teacher and, together, they con-
stopping to ask questions, elaborat- tute, 2010). Researchers have found structed the meaning and recorded
ing on student responses (Kindle, that using this type of contextual answers on a Frayer Model with their

14 Vol 42, No 2, 2014 Dimensions of Early Childhood

 Vocabulary Development using Visual Displays

Figure 2: Frayer Model completed Following a read-aloud, teachers

find success with reinforcing vocabu-
with students lary words using Word Maps (Jones,
2007; Newton, Padak & Rasinski,
2008). After an interactive read-
aloud, students brainstormed nu-
merous meanings for the word action
as their teacher typed their responses
into a Word Cloud using the website
Tagul.com, as displayed in Figure 3.

Incorporating Multimedia
Exposure

Studies show that children who

teacher’s support. As students offered pictures to the written words gives hear target vocabulary words
answers, they were written on the the child a visual representation to through varied multimedia sources
chart paper in appropriate headings store in his or her schema. Teachers are more likely to remember and
of: definition, examples, non-exam- should also provide scaffolding, ma- use them (Christ & Wang, 2010).
ples, and characteristics. A student terials and opportunities for children Teachers can enhance exposure
was selected to complete the illustra- to retell stories, thereby offering chil- to words through books on tape,
tion section. Once kindergarten stu- dren chances to use the new vocabu- DVDs, stories recorded on iPods,
dents are accustomed to the format, lary in the context of the book. and literature websites on the Inter-
it can be an excellent model to use for net. Resources such as these are often
small group and partner work.
Figure 3: Word Cloud using Tagul
After Reading: Reinforcing
New Vocabulary

After reading the storybook, teachers

are able to reinforce vocabulary in a
variety of ways. Intentionally using the
word throughout the natural course of
the day in the classroom context is an
excellent strategy for repeated exposure
to new words. Finding opportunities
to weave the words into the child’s
world promotes word use and learn-
ing (Christ & Wang, 2010; Newton,
Padak & Rasinski, 2008; The Urban
Child Institute, 2010). When stu-
dents have opportunities to hear and
use new words in multiple contexts
throughout the day, students are more
likely to learn and incorporate new
words into their vocabulary (Christ
& Wang, 2010; Copple & Brede-
kemp, 2009; Stahl, 2005). Checking
for understanding and matching

Dimensions of Early Childhood Vol 42, No 2, 2014 15

 Vocabulary Development using Visual Displays

very motivating venues for children

to interact with new words. Appli-
Figure 4: Student generated slide using
cations for iPods, iPads and tablets
further motivate and reinforce
Comic Touch
new vocabulary. Students enter-
ing kindergarten are highly versed
in touch screen technology and
tablet applications, given the high
incidence of and exposure to these
devices in the daily lives of today’s
children. Early childhood teachers
can help students create a slideshow
for iPads and iPods using such ap-
plications. As displayed in Figure 4,
students took photographs of items for vocabulary development include Recommendations and
to represent the word spiky, and then literacy stations, learning centers, Conclusion
used thought bubbles to describe the free choice time, outdoor play in the
word using the application Comic playground, lunch and snack times, In order to facilitate growth in vo-
Touch. The result was an eleven-page circle time, or at any time of the day cabulary knowledge, several recom-
slideshow of the target vocabulary where children have opportunity mendations would prove beneficial
word. The activity was engaging and to interact with others. Interac- to teachers, children and families.
motivating for the students and a tions such as these grant teachers
great way to incorporate familiar many avenues to meet the CCSS for • It is recommended that state
technology in a meaningful and vocabulary development in develop- and local school districts provide
educational way. mentally appropriate ways (Copple teacher workshops and training
& Bredekemp, 2009). in vocabulary development, the
use of graphic organizers with
A key factor in children using
Graphic newly learned vocabulary words is
the young child, and current
technologies such as tablets, iP-
organizers are being in classroom environments
that encourage active discussions
ods, iPads, and their applications
for early learning.
effective for among students and between stu-
• It is also suggested that read-
dents and teachers. By incorporating
promoting vocabulary learning with the use of ing specialists and coaches work
with early childhood teachers to
understanding. children’s literature, reinforcing word
use through conversations, multime- develop interventions to address
dia applications, play and scaffolding vocabulary needs.
the child’s word learning and use, • It is also recommended that
Closing the Gap teachers can make strides in reducing visual displays and graphic orga-
the achievement gap in early literacy nizers, such as concept mapping
Children in classrooms where there skills. This will not happen in a qui- and flow charts, be incorporated
is repeated exposure to and use of et, worksheet based classroom, but and creatively used to encourage
texts have opportunities to use new rather in engaged, lively, experiential word understanding in kinder-
words in the context of their work environments where teachers help garten math, science, and social
and play. Teachers can advance this children activate prior knowledge studies.
through the use of graphic orga- and build new understanding from • Furthermore, community out-
nizers as shown in the examples existing schema (such as when using reach programs with information
above, particularly when focusing different graphic organizers). on the importance of language
on vocabulary development. Other to the young child’s development
classroom strategies that are helpful should be offered to educate

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 Vocabulary Development using Visual Displays

adults who are central to the Children, 65(4), 84-91. http://www.readingeducator.com/strategies/frayer.

Comic Touch. (2009). Retrieved on February 12, htm
child’s life. Educators, educa- 2013 from http://plasq.com/products/comictouch Stahl, S. (2005). Four problems with teaching word
tion students and volunteers Copple, C., & Bredekamp, S. (2009). Develop- meanings (and what to do to make vocabulary an
in these programs will need to mentally appropriate practice in early childhood integral part of instruction). In E.H.Hiebert and
programs serving children birth through age 8 M.L. Kamil (Eds.), Teaching and learning vocabu-
be sensitive to the cultural and (Third ed.). Washington, DC: NAEYC. lary: Bringing research to practice (pp. 95-114).
socio-economic backgrounds of Coyne, M., Simmons, D., and Kame’enui, E. Mahwa, NJ: Lawrence Erlbaum.
the families involved. These pro- (2004). Vocabulary instruction for young children Tagul. (2013). Retrieved on January 22, 2013 from
at risk of experiencing reading difficulties. In http://tagul.com/
grams should incorporate mod- Vocabulary instruction: Research to practice, eds. J. TeacherVision. (2013). John Venn. Retrieved on July
eling and practical, hands-on Bauman & E. Kame’enui, 41-58. New York, NY: 21, 2013 from http://www.teachervision.fen.com/
Guilford. mathematicians/biography/6132.html
activities to encourage speaking,
Coyne, M., McCoach, D. & Kapp, S. (2007). The Urban Child Institute (2010). Strengthening
and listening to young children. Vocabulary intervention for kindergarten students: early vocabulary helps to reduce the achievement gap
Comparing extended instruction to embedded between poor and middle-income children. Retrieved
As early childhood educators, we instruction and incidental exposure. Learning Dis- on December 16, 2012 from http://www.urban-
must work to create developmen- ability Quarterly, 30(2), 74-88. childinstitute.org/articles/updates/strengthening-
tally appropriate opportunities for Cunningham, A., & Stanovich, K. (1998). What early-vocabulary-helps-to-reduce-the-achievement-
reading does for the mind. American Educator, gap-between-poor-and
children and one clear way is to use 22(1 & 2), 8-15. Wooten, D., & Cullinan, B. (2009). Children’s
interactive and engaging strategies Graves, M. (2006). The vocabulary book: Learning literature in the reading program: An invitation to
to develop vocabulary knowledge in and instruction. New York, NY: Teachers College read. Newark, DE: International Reading Associa-
Presss. tion.
young children. In doing so, we can Hart, B., & Risley, R. T. (1995). Meaningful differ-
work to create an equitable learning ences in the everyday experience of young American
environment for our nation’s children. children. Baltimore: Paul H. Brookes.
Jones, R. (2007). Strategies for reading comprehen- About the Author
sion: Vocabulary word maps. Retrieved January, 24,
2013 from http://www.readingquest.org/strat/ Ellen McKenzie is a writer, researcher,
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