Reading comprehension will be affected. “Bill used a tin pan to look for gold in the rock and sand at a shallow part of the stream.” If the comprehension questions asks "what color was the pan", the student must know that than tin is a silver metal to answer the question. Does he know how to answer a question about the water? “Is there a lot of water where Bill is?” He can’t answer or understand the context if he doesn’t know what shallow means?
Following directions is dependent on
knowing a wide variety of directional vocabulary. Does the child understand that “put the blue
block above the red one” is the same meaning as “stack the blue block on top of
the red one?”
Wider vocabulary often will translate into
understanding and being able to communicate more effectively. If I ask a child if she is excited about
Christmas and only uses the word “happy” to express strong good feelings, a lot
is lost. Emotions are usually on a
continuum. Frustrated communicates
something different than livid. If the
child has a limited vocabulary she might use the word mad for both
emotions. It limits communication.
·
Vocabulary is taught in many ways. Children
learn best when exposed to others that speak with a strong vocabulary. It is the most natural way.
·For children who are concrete thinkers,
figurative language may elude them.
Figurative language may need to be taught by direct instruction. Humor may be difficult for this learner to
understand.
I have many pinterest
boards with activities that can be used increasing and understanding
vocabulary. You may access them through the pinterest button at the top of the
blog.
