VIDBE-Q Volume 68 Issue 1
• Encourage vocabulary development that is connected to background and/or
prior knowledge and that actively applies word use during discussion and
other literacy activities, as opposed to recalling definitions (Cabell &
Hwang, 2020).
• Provide multi-sensory supports (e.g. visual, auditory, tactual sensory
experiences) and using sensory experiences to promote language skills
(Kamei-Hannan et al., 2020).
• Provide experiential learning opportunities that increases depth of
understanding as well as connections to prior knowledge (Cabell & Hwang,
2020). Experiences should be interactive, to facilitate the use of language,
and they should provide multi-modal representations of the same concept
(Guo et al., 2020).
• Allow opportunities for interaction and conversation with peers to develop
academic vocabulary and that supports development of broad content
knowledge (Logan & Kieffer, 2022).
• Preview learning material to identify unfamiliar vocabulary and conceptual
knowledge which can be pre-taught before introducing it in text (Kamei-
Hannan & Ricci, 2015).
