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

Simple, engaging pictures help children link words to ideas and learn more than 160 essential concepts.   

Outcomes

  • Understand and use more than 160 concept words
  • Develop receptive and expressive vocabulary
  • Improve language comprehension and direction following
Cards
#35018
$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. 

Eight categories of age-appropriate, high-frequency concepts are presented:

  • attributes (e.g., loud, quiet, old, young)
  • colors, shapes, and numbers (e.g., yellow, square, numbers 1 through 5)
  • emotions and feelings (e.g., happy, sad, surprised)
  • functional and social (e.g., no, yes, mine)
  • position (e.g., inside, outside, under, over)
  • quantity (e.g., empty, some, many)
  • size (e.g., big, bigger, biggest)
  • temporal (e.g., night, day, before, after)

The set includes 240 cards and gives you lots of flexible stimuli to:  

  • expand receptive and expressive vocabulary
  • develop descriptive language
  • improve auditory comprehension
  • teach pronouns, verb tense, and plurals
  • increase length of utterances
  • develop question asking and answering
  • improve thinking and reasoning

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 impairments (SLI) may need to hear a word twice as many times as their normal language peers before comprehending it (Gray, 2003).

Preschool Vocabulary Cards Concepts incorporates these principles and is 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

"Put your toys on the bottom shelf."  "Sit beside your sister."  "We will go in the morning."  Concepts are ever-present in our language.  They provide specificity and detail when we describe qualities and quantities of objects and people; when we describe time, sizes, and locations; and when we talk about emotions and feelings.  Children who have a well-developed concept repertoire are more likely to experience academic success because research has shown that basic concept knowledge is important for reading achievement.  Functionally, a wide concept base is critical because teachers (and parents) often use basic concepts when giving directions (Seifert & Schwarz, 1991).

Direct vocabulary instruction positively affects vocabulary growth (Stahl & Fairbanks, 1986).  Preschool Vocabulary Cards Concepts is designed for direct teaching of high-frequency, age-appropriate concepts, using engaging, colorful pictures.  Included are 240 pictures, divided into eight categories:

attributes quantity
emotions and feelings            temporal
position functional and social
size colors, shapes, and numbers
 

References

Seifert, H., & Schwarz, I. (1991). Treatment effectiveness of large group basic concept instruction with Head Start students. Language, Speech, and Hearing Services in Schools, 22, 60-64.

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