3 Expert Tips for Using Core Vocabulary with Independent Communicators Who Have Language Delays
As speech-language pathologists, we know the power of core vocabulary for emerging communicators. But what about those students who are ready to take their communication to the next level? Whether you’re in a school setting or working in private practice, core vocabulary can continue to be a game-changer for independent communicators with language delays. In this post, we’re skipping the basics and diving into three expert tips to help students combine words, build grammar, and expand their communication in functional, meaningful ways.
Core vocabulary refers to the small set of high-frequency words that make up the majority of our daily communication. Words like "go," "want," "more," and "like" are incredibly versatile and can be used across many contexts. These core words are especially important for students with language delays, as they provide a foundation for building more complex communication. While fringe vocabulary (like specific nouns) is also important, core words are what drive meaningful, everyday interactions.
When it comes to independent communicators who are still working through language delays, core vocabulary continues to play a central role, helping them move from single words to sentences and supporting their grammar and functional communication.
Tip 1: Use Core Vocabulary to Support Grammar Development
As our students' communication skills expand, it’s critical to think about how core vocabulary can support their grammatical development. Core words aren’t just placeholders for basic communication—they can also act as the scaffolding for teaching grammatical structures.
Consider how core vocabulary can be used to teach simple sentence structures, like subject-verb-object combinations: "I want cookie," or "She go home." These are the building blocks of more complex sentences, and core vocabulary makes them accessible to language-delayed communicators. By focusing on frequently used pronouns, verbs, and objects, you’re not only helping students communicate but also teaching them foundational grammatical rules.
For example, starting with basic core words like "I," "want," "go," and "more" helps reinforce word order. As students become more comfortable with these combinations, you can gradually introduce more challenging structures like "I don’t want that" or "You go there." These expansions not only improve sentence length but also teach the nuances of grammar.
Practical Grammar Tips for Using Core Vocabulary:
Use modeling to show students how to combine core words into simple sentences.
Encourage the use of pronouns like "I" and "you" in everyday conversation.
Reinforce word order by practicing subject-verb-object structures during playtime or daily routines.
Core vocabulary is your Swiss Army knife—compact, versatile, and essential for building grammatical understanding in students who are ready to expand their language.
Tip 2: Expanding Core Vocabulary: The 50-Word Milestone and Beyond
Typically developing children don’t start combining words until they’ve acquired roughly 50 individual words. This milestone is also important for our AAC users. Before focusing on sentence-building, make sure your student has a solid core vocabulary of at least 50 words. Why? Once they hit this threshold, they’re more likely to start combining words naturally.
The exception to this rule is Gestalt Language Processors, who learn the whole before they learn the parts… but I’ll save that amazing group for another post.
For AAC users, reaching the 50-word mark can feel like a slow process. But once those individual words are mastered, the magic of communication expansion begins. When students have enough core vocabulary under their belt, they’re more capable of combining words to form sentences like "want more," "go there," or "I like." This is when communication becomes more fluid and dynamic.
The key here is patience. It’s tempting to rush into sentence-building before students are ready, but focusing on building that robust base of 50 core words will make the process smoother and more effective. Think of it like building a Lego tower—without enough bricks (words), the tower won’t stand.
Starting Sentence Building with Core Vocabulary:
Begin with two-word combinations like "want more" or "go here" once the student has mastered individual core words.
Look for cues that your student is ready to combine words (e.g., increased confidence with single words, spontaneous combinations).
Use visual prompts and AAC devices to encourage combining words in a fun, low-pressure environment.
Remember, once students have that solid foundation of 50 words, the sky’s the limit for sentence-building. Keep it fun, and watch as their communication grows.
Tip 3: Keep It Functional: Encourage a Range of Communicative Functions
We all know that requesting ("I want," "more") is a key function of core vocabulary, but it’s equally important to ensure that students are using core words for a variety of communicative purposes. Communication isn’t just about getting things—it’s also about rejecting, commenting, asking questions, and social interactions.
For example, teach students to reject using core words like "no" or "don’t want." This can be particularly empowering for students with language delays, as it gives them more control over their environment. Similarly, encourage commenting with words like "big," "like," or "fun." Social functions such as greetings ("hi," "bye") and asking questions ("where," "what") are also important for building more well-rounded communicators.
Ideas for Expanding Communicative Functions with Core Vocabulary:
Requesting: Encourage "want" and "more" for asking for things.
Commenting: Use "like," "fun," or "big" to help students express their thoughts.
Rejecting: Teach "no" and "don’t want" to give students the power to reject things.
Social functions: Incorporate greetings like "hi" and "bye" into daily routines.
Asking questions: Use core words like "where" and "what" to promote curiosity.
By expanding core vocabulary beyond requesting, you’re helping students build a more dynamic communication system that can be used in real-life, functional settings.
Conclusion: Core Vocabulary for Advanced Communicators—Consistency is Key
Core vocabulary plays a pivotal role in communication for students with language delays, from building grammar to expanding their range of communicative functions. As you implement these strategies, remember that consistency is key. Students may take time to fully grasp combining words and using core vocabulary for different purposes, but with ongoing practice, their communication abilities will grow significantly.
