Means Vocabulary development

1 means

1.1 physical context
1.2 prior knowledge
1.3 social context
1.4 semantic support

means

exposure conversations , engaging in conversation others school-age children develop vocabulary. fast mapping process of learning new concept upon single exposure , used in word learning not infants , toddlers, preschool children , adults well. principle useful word learning in conversational settings, words tend not explained explicitly in conversation, may referred throughout span of conversation.

reading considered key element of vocabulary development in school-age children. before children able read on own, children can learn others reading them. learning vocabulary these experiences includes using context, explicit explanations of words and/or events in story. may done using illustrations in book guide explanation , provide visual reference or comparisons, prior knowledge , past experiences. interactions between adult , child include child s repetition of new word adult. when child begins learn read, print vocabulary , oral vocabulary tend same, children use vocabulary knowledge match verbal forms of words written forms. these 2 forms of vocabulary equal until grade 3. because written language more diverse spoken language, print vocabulary begins expand beyond oral vocabulary. age 10, children s vocabulary development through reading moves away learning concrete words learning abstract words.

generally, both conversation , reading involve @ least 1 of 4 principles of context used in word learning , vocabulary development: physical context, prior knowledge, social context , semantic support.

physical context

physical context involves presence of object or action topic of conversation. use of physical context, child exposed both words , visual reference of word. used infants , toddlers, can beneficial school-age children, when learning rare or infrequently used words. physical context may include props such in toy play. when engaging in play adult, child s vocabulary developed through discussion of toys, such naming object (e.g. dinosaur ) or labeling use of rare word (e.g., stegosaurus). these sorts of interactions expose child words may not otherwise encounter in day-to-day conversation.

prior knowledge

past experiences or general knowledge called upon in conversation, useful context children learn words. recalling past experiences allows child call upon own visual, tactical, oral, and/or auditory references. example, if child once went zoo , saw elephant, did not know word elephant, adult later child recall event, describing size , color of animal, how big ears were, trunk, , sound made, using word elephant refer animal. calling upon prior knowledge used not in conversation, in book reading explain happening in story relating child s own experiences.

social context

social context involves pointing out social norms , violations of these norms. form of context commonly found in conversation, opposed reading or other word learning environments. child s understanding of social norms can them infer meaning of words occur in conversation. in english-speaking tradition, please , thank taught children @ age, familiar child school-age. example, if group of people eating meal child present , 1 person says, give me bread , responds with, rude. say? , , person responds please , child may not know meaning of rude , can infer meaning through social context , understanding necessity of saying please .

semantic support

semantic support obvious method of vocabulary development in school-age children. involves giving direct verbal information of meaning of word. time children in school, active participants in conversation, capable , willing ask questions when not understand word or concept. example, child might see zebra first time , ask, that? , parent might respond, zebra. horse stripes , wild cannot ride it.