Book-Focused Vocabulary

ECEs need to make sure that they are using book-focused vocabulary with young children.
With each reading they need to be calling children’s attention to print and book features by
using the following terms:
cover author
title illustrator
title page page
top bottom
letter word
sentence front
back beginning
middle end
After a great deal of modeling by the ECE, s/he should begin encouraging the children to
identify the aspects of books and print that they have experienced.
Repeated Readings
One value of repeated readings is the effect they have on children’s vocabulary building, and
clearly a rich vocabulary provides a foundation for literacy. van Kleeck, et al. (2003) report on a
study that found that new vocabulary words used by the caregiver in multiple readings of a
particular book “were often adopted by the child during later discussions, particularly of those
words had been repeated by the child when first used by the mother. The child was also more
likely to acquire items for use if they had been used more than once by the mother, that is, if a
particular picture was discussed several times and the same words were used in discussing it
every time” (Snow and Goldfield [1983] in van Kleeck, et al., 2003, p. 28). The implications
ofthis study?
1) Read high quality books that engage children’s interest on multiple occasions.
2) Use the same words for describing elements of the illustrations.
3) Have the child repeat the new words, particularly during the first introduction of the new
item.
plush reading partner
A plush reading partner. Suggest to children that they select a stuffed animal, a book that the
animal would REALLY enjoy, and then read to it on a cozy pillow in the library center. They will
have the opportunity to practice their book handling skills with a reading “partner” who will not
be critical if a child is not yet proficient at turning pages or telling stories from the pictures!