Robin Hurd

Defining our terms: Core Vocabulary

Last summer while I was antiquing, I ran across an old school book from the 40’s. It was called a “core vocabulary reader”. Intrigued, I bought the book. Inside it, I found a story with chapters and a plot line that used only 149 words; all but three of them core vocabulary.

The concept of core vocabulary is not a new one, nor is it an idea that applies specifically to people who use AAC. Taking some time to look at the definition of core vocabulary and its history can help us to understand how the word applies to our children who use AAC.

Core vocabulary, or high frequency words, means those common words that we all use to make up the majority of what we say. Researchers tell us that roughly 80% of what we say or write is made up of a list of basic words that number in the hundreds. All of the other words in our vocabulary of thousands of words are used much less frequently. These can be called the fringe vocabulary, extended vocabulary, or the “million dollar words”.

In the 40's, when my core vocabulary reader was written, reading education focused on teaching children to recognize core vocabulary words by sight when reading. The series used only those core vocabulary words to create a chapter book that gave children practice, practice, practice reading basic words by sight until they could read these words fluently.

Today, though reading is taught differently, through a combination of sight words and phonics instruction; core vocabulary, or high frequency words, still make up the majority of the words in early readers, just as they make up the majority of words in our conversations..

When we use the term core vocabulary when talking about AAC, it means the same thing that it does when talking about reading or the speech of verbal people. We mean those basic words that make up the vast majority of communication.

The difference between core vocabulary on an AAC system and that of a verbal person is that the vocabulary choices of a person using AAC are often limited and controlled by someone other themselves. Care must be taken when planning an AAC system so that the person who uses it can get to the words needed to communicate fluently. Having access to the same core vocabulary, or high frequency words, that others use most often when communicating is essential to developing the skills need to speak, write and read.

When putting together an AAC system, people sometimes call whatever words they choose to put on the system the child’s “core vocabulary” even if those words are mainly personal names, specific toys, food choices, or pre-stored messages. Doing this may leave the impression that this child has the same access to language as a speaking child, but that impression is false! Only when a child’s AAC system contains the same basic words that others use to build sentences in addition to extended vocabulary words that are personally important can we claim that a child using AAC has the same opportunities to build language skills.

As always, your comments and questions help keep this column interesting! E-mail me at parents@aacinsititute.org .