The Repeticiones en Vocabulario (REV) program is crafted for Pre-Kindergarten to third-grade Spanish-speaking students facing challenges with vocabulary due to language delays or disorders. REV utilizes thematic lessons centered around stories to engage students learning early nouns in a captivating and meaningful way. Each lesson begins with a story to introduce the target vocabulary in context, followed by a series of receptive and expressive activities designed to deepen understanding and usage of the words across various contexts.
The program aims to expand the number of words students know (breadth) by exposing students to the target vocabulary words multiple times within a lesson. REV enhances their understanding of these words (depth) by giving students the opportunity to interact with the target words in a variety of contexts (e.g., receptive versus expressive activities and illustrations versus photographs).
Key Features
Preschool through Third Grade (PreK-3)
Thematic Lessons (i.e., food, vehicles, occupations, animals, and tools)
Comprehensive Activities
Receptive Activities | Definitions, Vocabulary Identification, Sentence Completion |
Expressive Activities | Expressive Definitions, Expressive Vocabulary Naming |
Structure
Organization
REV Español is initially organized into two collections: Small Field and Large Field options for Nouns. In general, small field exercises contain fewer distractors than large field exercises. For example, small field multiple-choice exercises have one correct answer and one distractor, while large field multiple-choice exercises feature one correct answer and three distractors. Small field collections are indicated by a 🔷.
The structure within the small and large field options is identical and includes 5 subcollections organized by noun category, each containing two stories.
Noun Category | Stories |
Herramientas |
|
Vehículos |
|
Animales |
|
Ocupaciones |
|
Alimento |
|
Each story includes the same types of activities targeting the relevant vocabulary within the selected noun category.
Activity Name | Description |
Libro de cuentos | Listening to category words in a story in book format |
Vocab de la historia | Identifying items from the story in the category |
Categorización | Sorting items into the category |
Definición de coincidencia | Matching the category item to the given definition |
Definición expresiva | Defining the category item using definition syntax |
Completar oraciones | Completing sentences by choosing a word in the category |
Nombres expresivos | Naming newly learned vocabulary words in the category |
Application
Goal Overview
REV Español focuses on expanding the breadth and depth of vocabulary development.
Methodology of Skill Instruction
REV Español includes five Skill Instruction modules - one per vocabulary category.
Herramientas Skill Instruction
Vehiculos Skill Instruction
Animales Skill Instruction
Ocupaciones Skill Instruction
Alimento Skill Instruction
Explore our comprehensive walkthrough that guides you through navigating the REV Español Skill Instruction modules here.
How to Use the Skill Instruction:
Use the main menu to select teaching materials for the skill you are working on within the program (i.e., Vocabulary, Categorization, Definition Matching, Expressive Definitions, Sentence Completion, etc.)
Use the buttons in the Vocabulary menu to explore targeted vocabulary
Use Cases
Therapy or MTSS Use: Individuals or Groups
REV can be incorporated into speech-language therapy sessions or Multi-Tiered System of Supports (MTSS) frameworks, providing systematic vocabulary support.
Home Practice
Educators can assign REV stories and activities for home practice, allowing students to reinforce vocabulary learned in school.
Evidence
Evidence | Expression in Program |
Children with DLD required more exposures to learn a set of novel words as effectively as their same-age peers (Alt, 2011; Gray, 2004; McGregor et al., 2013). | Words are presented with multiple exposures in a variety of contexts. |
A thematic instructional model, which could accommodate different learning styles and reading abilities, was more effective than conventional instruction (Nurlaela L., Samani M., Asto I. G. P., Wibawa S. C., 2018). | Thematic instruction is incorporated with words, pictures, exercises, and stories connected to an overarching theme. |
Confrontation naming (i.e., expressive vocabulary) is one of the best early predictors of later reading success or difficulty (Scarborough, H. S., 1998). | Expressive item naming and expressive definition activities provide practice for confrontational naming. |
The use of bilingual or family heritage languages in instruction is beneficial, suggesting that incorporating a child's home language can enhance vocabulary learning Kong, N. Y., & Carta, J. J. (2021). | Selected content from the original program has been translated to Spanish. |
Evidence-based Program Use
Use all the available activities within each lesson to obtain maximum exposure to target words.
Start with the story at the beginning of each lesson and tie the target words back to the story throughout the lesson.
Use the expressive language activities in each lesson to target expressive vocabulary skills.