Word Aware


Word Aware 2Word Aware:Layout 1Vocabulary is important the world over. In the US, the Common Core has brought vocabulary to the fore whilst in England the new curriculum specifically highlights the importance of vocabulary. Vocabulary is important from Early Years right through to secondary / high schooling as a result of the vast explosion of topic specific information.

Spoken vocabulary at 5 years impacts on reading comprehension at 15 years of age (Cunningham and Stanovich, 1997). Vocabulary relates to reading comprehension, but impacts equally on curriculum areas that require specific word knowledge such as mathematics and science.

Yet children from the poorest 20% are already a year behind with spoken vocabulary by 5 years of age (Roulstone, Law et al 2010). Without support these children fall further and further behind.

Word Aware is a structured whole school approach to promote the vocabulary development of all children. Focussed on whole class learning, the resource is of particular value for those who start at a disadvantage – including children with Developmental Language Disorder, Special Educational Needs and those who speak English as an additional language, but it will extend the word learning of all students.

This approach is full of practical and inspiring ideas that can be easily applied by busy classroom practitioners to develop both spoken and written vocabulary.

Word Aware has been developed by combining up to date research with extensive classroom experience. Stephen Parsons and Anna Branagan have been using this approach and training many practitioners since 2010. The end product is an effective and time efficient method for developing the spoken and written vocabulary of all children. It has been enthusiastically received by class teachers, head teachers, curriculum coordinators, Special Needs co-coordinators, Learning Support Assistants and Speech and Language Therapists / Pathologists.

The Word Aware book was published in 2014. This supports children’s vocabulary development from 5-11 years but with simple adaptations it can be successfully used in secondary schools. The Word Aware book is available from Speechmark.

See best practice examples

 

Word Aware 2: Early Years

Word Aware 2 was published in 2016. It is based on the same principals as Word Aware but it is adapted for the Early Years. It includes the fun and engaging ‘Concept Cat’ method to teach children early verbal concepts such as ‘both, corner, smooth and after’. Word Aware 2: Early Years book is available from Speechmark.

Watch Word Aware 2 webinar

 

Amazon reviews for ‘Word Aware’

This is an excellent resource! I am a speech and language therapist and use it in schools. The staff and children really enjoy it and they learn so much. I’ve seen a child go from not being able to say what he has been learning to being able to describe the Great Fire of London to his parents.”
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Excellent product for the price. Full of highly useful and attractive resources, both on paper and on the included disk. Would wholly recommend.
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Reviews for ‘Word Aware 2: Early Years’

The book starts with a detailed, interesting and clearly referenced introduction, which would be very useful for teaching staff and is a great refresher for SLTs. I like the fact that the approach is designed for the whole class, so it’s inclusive and that there is a strong emphasis on the importance of Adult Child Interaction.
Rhiannan Walton, Therapy Ideas Blog. Full review

In summary, Word Aware is a great resource for anyone working with Early Years children and I would highly recommend it. It has a good mix of theory and practical activities which can be put into practice immediately with education staff and parents.
Emmy Pratt, Speech and Language Therapist. Full review

 

Training

Word Aware training is available now. Click on the link below to find out more.

Word Aware Training