Building Lexical Representations With Nonverbal Supports

Abstract

High‐quality lexical representations are important for reading comprehension; however, prior research has focused primarily on the verbal aspects of these lexical representations. In this article, the authors argue for the importance of considering nonverbal representational elements of lexical knowledge and for more systematic attention to how nonverbal supports, such as gestures, pictures, and sounds, contribute to the acquisition of word knowledge. Drawing from various theoretical perspectives, the authors argue that the semantic content and the attention‐directing attributes of nonverbal supports are critical in assisting primary‐grade students in building high‐quality multimodal lexical representations. The authors examined the use of nonverbal supports in vocabulary studies for young learners and present implications about the role of nonverbal supports in students’ vocabulary acquisition. Results suggest that nonverbal scaffolds can help refine and deepen students’ knowledge of words for a variety of word types, including abstract words.