Manhattan Vocabulary Tutors NYC
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VOCABULARY TUTORING CAN STRENGTHEN YOUR STUDENT
Vocabulary Tutors NYC –Vocabulary refers to one’s knowledge of words. It is broken up into oral (speaking), understanding (listening), and print. Vocabulary is crucial for speaking, listening, literacy, and for learning new concepts. In most instances, decreased vocabulary development can limit and interrupt a child’s learning experience. And while it can grow naturally from daily reading and conversations, depending on the sophistication of these interactions, it is just as important to explicitly teach and expand vocabulary knowledge.
A strong vocabulary is crucial to a student’s success in reading and in school for the following reasons:
- Having a good understanding of words improves one’s comprehension and understanding of what is being read.
- Words are our primary method of communication, which means that having a wide vocabulary positively impacts all areas of communication (listening, speaking, reading, and writing).
- A robust vocabulary means having good command of words when expressing thoughts and ideas. This in turn boosts their confidence, both in academic and social settings.
A rich vocabulary is the hallmark of a well rounded student. We are not dictionaries haters, but some students need explicit vocabulary instruction. We want kids to be self-reliant so they can effectively transfer their vocabulary knowledge to reading, writing, speaking, and listening.
We work with students with decreased vocabularies compared to peers, and we work with students who have word-finding difficulties. We use a variety of effective techniques in our vocabulary tutoring, with in-depth procedures, using listening, speaking, and written contexts to help vocabulary development. Before you know it, you won’t even know what your child is saying, in a good way.
Several strategies include word mapping (graphic display of word/concept relationships), word substitution (teach new words related to word found in story etc.), semantic relationships, e.g. How are the words and related, discussion of words in a text, incorporating strategies students can use independently, expanding and deepening student’s knowledge of word meanings, acting out meanings, focusing on word structure (root words and derivations), reflective pausing, imagery and gesture cueing, and mass practice.
We utilize explicit teaching methods such as pre-reviewing difficult words, repeated exposure to vocabulary in text and word maps. We also use implicit teaching methods by helping children build their context skills to master more vocabulary.
Read about Early Childhood Developmental Milestones.
Aside from students with decreased vocabularies compared to peers, some students have what is called word-finding difficulties. These students often have trouble retrieving words more frequently than would be expected despite good comprehension of these words. Problems in word-finding can manifest in single-word retrieval or discourse contexts.
Single-Word Retrieval: This refers to difficulties in accessing specific words like nouns, verbs, adjectives, and numbers. At school, a student with word-finding challenges may have trouble answering questions that need a particular information or specific facts. When trying to access words, a student may be:
- slow and inaccurate
- fast but inaccurate
- slow and accurate
Discourse Retrieval: Trouble with discourse retrieval is characterized by difficulties in conversation and relating experiences and events. When speaking, a student’s speech will often be short or have behaviors associated with word-finding difficulties. These include repetitions, revisions or reformulations, substitutions, insertions, empty words, time fillers, and delays.
Word-finding difficulties are particularly common in students who have:
- specific learning disabilities
- reading difficulties
- specific language impairment
- language disorder
- fluency or stuttering problems
How to Help Your Child
We use a variety of effective techniques in our vocabulary and word-finding interventions, with in-depth procedures that involve listening, speaking, and written contexts to help vocabulary development.
Our strategies include:
- word-mapping (graphic display of word/concept relationships)
- word substitution (teach new words related to the word found in the story, etc.)
- semantic relationships (e.g., how are the words related)
- discussion of words in a text
- incorporating techniques students can use independently
- expanding and deepening student’s knowledge of word meanings
- acting out meanings
- focusing on word structure (root words and derivations)
- reflective pausing
- imagery and gesture cues
- mass practice
Vocabulary Tutors NYC – At Manhattan Letters, we use explicit teaching methods, such as pre-reviewing difficult words, repeated exposure to vocabulary in a text, and word maps. We also use implicit teaching methods by helping children build their context skills to master more vocabulary.
Find out more about our services!
Manhattan Letters also offers the following services:
- Early Childhood Expressive Language
- School Age Expressive Language
- Expressive Language Disorders
- Receptive Language Disorder
- Listening Difficulties (auditory and language processing)
- Writing & Speaking Intervention
- Comprehension- Listening & Reading Intervention
- Social Skills
- Developmental Language Disorder
VOCABULARY TUTORING CAN STRENGTHEN YOUR STUDENT
There is also a strong correlation between vocabulary and reading comprehension as both skills are necessary for reading success, but depend on each other. Word meanings make up a large part of comprehension, some scholars believe as high as 70 to 80%. In addition, students with large vocabularies do well across all areas of the curriculum and are able to absorb new concepts more easily with important skills with the new common core curriculum.