Bringing the evidence to the surface

Evidence shows that vocabulary instruction that explicitly draws pupils’ attention to words, their meanings and their features, appears to be effective.

Explicit vocabulary instruction may involve naming/​labelling, discussing word meanings, providing synonyms, and analysing the sound and spelling features of a word.

There is some evidence that it can be effective to combine explicit instruction with implicit teaching strategies, such as recasting and extending children’s statements.

A busy Early Years Professional grabs a precious moment of time to explore The Early Years Evidence Store.

The first place they may be drawn to is a video of an approach which may be relevant to their practice and the children in their care.