Abstract of

Missing in Action: Vocabulary Instruction in Pre-K

Susan B. Neuman

Julie Dwyer

Recognizing the importance of starting early, the purpose of our article is to examine if and how vocabulary is taught in commercially prepared early literacy curriculum for pre-K. Ten curriculum programs are reviewed to determine the prevalence of vocabulary instruction and the pedagogical practices used to support the learning of words and their meanings. Results of the analysis indicate a paucity of instructional guidance in vocabulary in pre-K early literacy curriculum programs.

Abstract from Neuman, S.B., & Dwyer, J. (2009, February). Missing in Action: Vocabulary Instruction in Pre-K. The Reading Teacher, 62(5), 384–392. doi: 10.1598/RT.62.5.2