Abstract
Vocabulary knowledge has a substantial impact on children’s communication, curriculum attainment, well-being and life prospects (Roulstone et al., 2011). Word aware is a valuable tool for teachers, teaching assistants, SENCOs (Special Educational Needs Coordinators) and Speech and Language Therapists to support spoken vocabulary development. It aims to promote a whole-class vocabulary approach for pupils at Key Stages 1 and 2 (ages 5–11 years). In addition to strengthening high-quality class teaching, it has all the hallmarks of an effective targeted intervention programme, even at Key Stage 3 (ages 11–14 years). The structured STAR (Select, Teach, Activate, Review) approach carefully incorporates each stage of the teaching and learning cycle. Attention is also paid to the application of intervention words in the classroom and at home. The emphasis on literary (Goldilocks) words reflects the evidence base that tier two vocabulary has the greatest impact on attainment (Beck, 2002). To date, there are few vocabulary programmes in the UK with this focus.
The book is divided into eight sections. The first four outline best practice for the main types of vocabulary teaching: topic words, concepts, literacy and emotions. The ‘Word detective’ section offers templates and strategies to develop morphology (word parts) and independent word learning. The ‘Fun with words’ section contains a wide range of enjoyable group games and independent learning activities. Favourites include the word spinners and fortune telling activity. A chapter on ‘Involving parents’ gives useful home activities and support sheets for vocabulary development, including learners of English as an Additional Language. The final section on ‘Implementing Word Aware’ supports whole-school engagement. In the appendix are the photocopiable teaching plans, pupil activities and home support sheets. These are also available on the accompanying CD, which could however benefit from clearer labelling in order to locate items more readily.
The main teaching strategy uses a combination of sound (phonological) and meaning (semantic) cues to support clear vocabulary storage and retrieval, thus mirroring the way in which the brain learns new words (Levelt, 2001). The programme has the potential to help a wide range of learners, including language-impaired pupils with an expressive and/or receptive profile of vocabulary difficulty. Other groups can also benefit; for example, typically-developing younger children, pupils with impoverished language linked to economic background and those learning English as an Additional Language.
Parsons and Branagan’s resource incorporates a principled and evidence-based approach to teaching vocabulary. The guidance is clear and easy to use. The lively, multi-sensory learning activities are enjoyable for both staff and pupils. Word aware could form the basis of a collaborative approach between school staff and Speech and Language Therapists.