Supports for Vocabulary Instruction in Early Language and Literacy Methods Textbooks

Abstract

The goal of this study was to examine the extent to which the content and recommendations in recently published early language and literacy methods textbooks may support early childhood teachers in learning to provide vocabulary instruction for young children. We completed a content analysis of 9 textbooks with coding at the sentence level. Although coverage of vocabulary ranged broadly across textbooks, overall this analysis revealed that only 3.5% of the content in these textbooks addressed vocabulary. The primary instructional method for vocabulary suggested in these textbooks was introducing word meanings to children. There was little coverage of word selection, review and practice, or progress monitoring of vocabulary. Few sentences addressed implicit supports for vocabulary development such as creating a high-quality oral language environment. These findings suggest that early language and literacy methods textbooks provide limited supports for early childhood teachers in learning to provide vocabulary instruction for young children.