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The ABCs of Vocabulary: 5 Building Blocks for Success

Vocabulary is more than just recognizing words; it’s about understanding and using them correctly.

Vocabulary in the dictionary

These are the five basic steps to build vocabulary success:


  1. Nurture a Love of Language

A love and appreciation for words can be fostered in and out of school, such as emphasizing the excitement of learning new words; having fun with words and language through idioms, analogies, tongue twisters, rhymes); and reading a variety of rich literature aloud everyday.


  1. The Power of Word Meanings


Knowing a word’s definition affects comprehension and word recognition. If a word is decoded but the meaning isn't recognized, then comprehension may suffer. 


  1. Cultivate Word Consciousness

Communicate an appreciation and love for words by emphasizing the learning of new words; using elaborate language; and drawing attention to specific words and their meanings.


  1. Teach Vocabulary Directly & Indirectly

Direct vocabulary instruction means providing explicit instruction, like identifying and learning new words. Indirect instruction includes reading aloud and reading a variety of texts on various topics. All children need both types of instruction.


  1. Start Vocabulary Activities Early

Vocabulary development starts early, before children learn to read. Young children who hear more words spoken at home and in their community, and who engage in more conversations with adults, enter school with more word knowledge, setting them up for success. Knowing a word’s meaning affects comprehension and word recognition. 

ABC of Vocabulary: 5 Building Blocks for Success

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Suggested Citation:


National Center on Improving Literacy (2023). The ABCs of Vocabulary: 5 Building Blocks for Success. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from https://www.improvingliteracy.org/

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The research reported here is funded by a grant to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: H283D210004). The opinions or policies expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. You should not assume endorsement by the Federal government. 

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