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Preschool Vocabulary Cards Actions
Ages: 3-6   Grades: PreK-1         

Use these age-appropriate cards to expand your younger students' receptive and expressive vocabulary and help them make requests and construct sentences.

Outcomes

  • Comprehend action words 
  • Use action words to make requests and share experiences
  • Increase length of utterances
  • Generate grammatical sentences
Cards
#35017
$69.95
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The full-color illustrations reflect the experiences of preschoolers and the vocabulary reflects words they hear every day.  The durable, large-size cards are perfect for little hands. 

The set includes 240 action words, giving you loads of stimuli to:

  • expand receptive and expressive vocabulary
  • build more complex phrases and sentences
  • teach question asking and answering
  • develop grammatical sentences
  • stimulate descriptive language
  • teach various verb tenses

Copyright © 2009

Components
240 3½" x 5" coated cards
  • Vocabulary instruction is a cornerstone of reading comprehension (Stahl & Fairbanks, 1986).
  • Successful acquisition of vocabulary is critically important to written and oral language development.  Some children with specific language impairment (SLI) may need to hear a word twice as many times as their normal language peers before comprehending it (Gray, 2003).

Preschool Vocabulary Cards Actions incorporates these principles and is also based on expert professional practice.

References

Gray, S. (2003). Word-learning by preschoolers with specific language impairment: What predicts success. Journal of Speech, Language, and Hearing Research, 46, 56-67.

Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 71-110.

Author(s)

LinguiSystems

Introduction

Action words, or verbs, are a critical piece of the vocabulary puzzle.  Researchers believe that verbs play an essential role in language learning and use (Conti-Ramsden & Jones, 1997).  Children increase control over their environments when they learn to use verbs to comment, make requests, and share experiences.  Many of children's first two-word phrases include action words (e.g., "want ball").  Verb referents are often fast and fleeting, so children with Specific Language Impairment (SLI) are likely to experience difficulty learning new verbs, particularly when they are exposed to new words incidentally (Oetting, 1999).  In early childhood years, children with SLI use general all-purpose verbs (e.g., "do"), make semantic verb errors, and have verb repertoires that are less diverse than that of their peers (Loeb, Pye, Redmond, & Richardson, 1996).  Because these difficulties with verb learning may persist (Conti-Ramsden & Jones), direct instruction is often necessary to augment verb acquisition.  Preschool Vocabulary Cards Actions is designed for direct teaching of high-frequency, age-appropriate verbs, using 240 engaging, full-color pictures.

References

Conti-Ramsden, G., & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 1298-1313.

Loeb, D.F., Pye, C., Redmond, S., & Richardson, L.Z. (1996). Eliciting verbs from children with specific language impairment. American Journal of Speech-Language Pathology, 5, 17-30.

Oetting, J.B. (1999). Children with SLI use argument structure cues to learn verbs. Journal of Speech, Language, and Hearing Research, 42, 1261-1274.