30 million words. This is the difference in the number of words students from disadvantaged backgrounds are exposed to compared to students from more advantaged backgrounds. The gap has reached that number by the age of three. (Psychology Today, 2018).

However, this is far more than a numbers game.

Why is a developed vocabulary an advantage?

The direct and indirect impact of an extensive vocabulary is wide-reaching.

As stated in the University of Reading article, ‘Vocabulary size revisited: the link between vocabulary size and academic achievement’,

“Vocabulary knowledge provides the essential building blocks of language and without vocabulary neither language production nor language comprehension is possible.”

In the short-term, of course, students with a greater vocabulary are likely to achieve higher levels or grades in academic assessments. They are less likely to lose time in exams deciphering unfamiliar words and will be able to write more articulately in their answers.

In fact, the University of Reading study proposed that the vocabulary size of the students that took part in their research may be one possible explanation for variation in the degree class they obtained.

Outside the classroom, thinking longer-term, an expansive vocabulary can support success when it comes to writing a cv, applying for jobs and attending interviews.

A developed vocabulary also allows individuals to communicate their thoughts, feelings and ideas more effectively, supporting successful interactions with others – both on a personal level and in the world of work.

How can we support students to develop their vocabulary into one that is rich and varied, thus setting them up for success in school and beyond?

Challenging vocabulary

In order to comprehend a text fully, we need to know an astonishing 95% of its vocabulary. Let’s take a look at this below in action, using and extract taken from a KS2 textbook:

"The intrepid explorer embarked on an arduous odyssey through the treacherous wilderness, braving tumultuous terrains and inclement weather. Armed with a compass and topographic maps, he traversed verdant valleys, scaled precipitous cliffs, and forded meandering rivers.”

In order for a student to even comprehend what the explorer is doing or even begin to attempt to answer comprehension questions, they need to know the meaning of the words: intrepid, odyssey and treacherous - and this is all within the first sentence. This would be difficult for many adults, let alone a 10 year old.

But how do we know which are the best words to teach to children when there is such a huge gap to overcome?

Tiered vocabulary

Isobel Beck produced a seminal piece of research on this where she outlined the framework of words in three tiers.

• Tier One Vocabulary is made up of words we most frequently use (walk, dog, look etc.). These do not need to be explicitly taught as children are often naturally exposed to this vocabulary in day-to-day conversations.

• Tier Three Vocabulary contains subject-specific words (metaphor, tetrahedron, estuary, conical flask) which are explicitly taught to pupils in school.

• Tier Two Vocabulary is the tier which is most vital for teachers, careers, parents and beyond to teach students. These are words such as contradict, validate and discussion - which children might come across in literature, newspapers or high-level journals. However, many don’t have access to that reading material, so we have a moral imperative to ensure they do.

So, how do we do that in actuality? It goes far beyond just giving them a list of words. In fact, it stems from the way we speak and model language use, and how we engage with children from the very beginning.

There are methods we can employ ourselves to support learners vocabulary development. There are also activities and opportunities that we can open up to the children and young people we spend time with, whether they are nursery age or A-level students.

Encourage word curiosity to develop vocabulary skills

Perhaps the most important thing to do is encourage children to be word curious. When they see new words, we can explain the meaning to them and open up discussions about the word’s meaning and the different situations it could be applied to.

Showing children that we too are curious about new and unfamiliar vocabulary should be demonstrated often. Model to learners how you are excited by a new word and how you go about finding out its meaning and how/when to use it in context.

Having a class ‘word of the day’ can be a fun activity to fuel this curiosity. Classroom, hall and corridor displays can also contain Tier Two vocabulary, where appropriate – in titles, captions, information and questions.

Extend opportunities to develop speaking and listening skills

Actively planning and engaging pupils in speaking and listening activities means we can build children’s vocabulary through the spoken word. This particularly benefits learners who find reading and writing more challenging, perhaps due to dyslexia or other learning difficulties.

For the same reason, audio books, audio clips and high-quality videos can all support vocabulary development at school and at home and may appeal to some learners over printed text.

And don’t underestimate the value of reading aloud to your class. Again, with the pressure of navigating a text removed, learners can relax as they immerse themselves in what’s being read to them. As the reader, you have the control as to when to stop and discuss a particular word that you come across.

Reading widely and often

Unsurprisingly, reading is linked explicitly to an increase in vocabulary.

Schools play a significant role in ensuring all students have access to a range of high-quality reading material, covering many genres and areas of interest, and ensuring they all have equal opportunities to access that reading material.

Students need to be reading books slightly above their reading level to ensure they are encountering new words and ideas.

Remember – reading material doesn’t have to be limited to fiction: you can provide students with a wide variety of reading materials - newspapers, comics, brochures and leaflets, magazines or online articles, for example. Poetry is another wonderful way to introduce new vocabulary in a more creative context, which may be shorter and quicker to read or share.

Make connections between words

Help students make connections between new words and their existing knowledge. Relate new words to concepts or experiences they are familiar with, and encourage them to use the new words in meaningful contexts.

Provide context-rich experiences

Encourage learners to engage in real-life experiences that expose them to new vocabulary: this might look like trying new activities and hobbies or be as simple as going to a new area where you live to find out more.

Be consistent with vocabulary use

As we all do, students need to encounter a word a number of times for it to become embedded in their long-term memory. Encourage students to practise using new words in their speaking and writing, and provide ongoing support and feedback to help them develop confidence.

There is no doubt about it - it's an uphill struggle to close the vocabulary gap and ensure every child, no matter their starting point, flourishes. There are no silver bullet strategies or one singular source pupils can learn from. In fact, it's all of us learning together and making vocabulary instruction a priority for all, at every opportunity - parents, teachers and pupils alike.

Holly Parkinson is a former Head of English, with five years’ experience in literacy and vocabulary instruction. Holly now works at an Ed tech company which specialises in cognitive science and AI.