Closing the vocabulary gap? A review of research on early childhood vocabulary practices

Our qualitative literature review of 31 published studies found that (a) three major approaches are used in early childhood classrooms to support children's vocabulary learning-exposing children to advanced words, providing direct word-meaning instruction, and employing mixed-method interventions; (b) these practices support children's learning of targeted vocabulary words and/or general vocabulary knowledge gains, but various methods have differential impacts on children's depth of word knowledge; and (c) theme-based multimethod interventions are the most likely approach to close the gap. Based on these findings, we suggest future research directions and discuss implications for classroom practice.