Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers

Running head: EARLY CHILDHOOD STUDIES
Early childhood studies
Name of the Student
Name of the University
Author Note

1EARLY CHILDHOOD STUDIES
The author of the article illustrates the concept of the improving vocabulary together with
the pre literacy skills of the pre schoolers and the toddlers who are in high risk by the
development of the teachers. Wasik and Hindman described an instance of a randomized control
study with the head teachers with the motive of the professional development or the usual
business group. The article provided an insight of the intervention of the personal development
together with the phonological sensitivity and the knowledge related to vocabulary of the
teachers within the san of 1 year for the development of high quality classroom environment.
The authors in the article explained the critical need for the improvement of the pre-literacy
experiences and the languages for the children of the low income families (Wasik &
Hindman, 2011). The article mainly analyses the professional development that is designed for
the improvement of the instruction and the language of the preschool teachers towards the
development of the literacy skills of the children. The methodology used in the article is the
randomized control method for the determination of unique contributions for the intervention of
the practice of the teachers in respect to the outcomes of the children.
Some of the relevant factors associated with the improvement of the literacy skills and
the improvement of the early languages are vocabulary and the oral languages, knowledge of the
alphabets, the phonological sensitivity, writing skills and the printing exposure. The article
furthermore evaluates the exceptional coaching for early language and literacy (ExCELL)
personal development model. An explicit concise critique for the findings of the study depicted
in the research paper expands the earlier works of the author including some of the systematic
trainings in the domain of pre-literacy and language development (Wasik & Hindman, 2011).
The result of the study conducted for the research illustrated the intensive and ongoing
development had a positive impact on the language quality created by the teachers in the