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.

中文翻译：

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使用非语言支持构建词法表示

高质量的词汇表示对于阅读理解很重要；然而，先前的研究主要集中在这些词汇表示的语言方面。在本文中，作者主张考虑词汇知识的非语言表征元素的重要性，并更系统地关注非语言支持（例如手势、图片和声音）如何有助于获得词汇知识。作者从各种理论角度出发，认为非语言支持的语义内容和注意力导向属性对于帮助小学生构建高质量的多模态词汇表示至关重要。作者研究了非语言支持在年轻学习者词汇研究中的使用，并展示了非语言支持在学生词汇习得中的作用。结果表明，非语言支架可以帮助提炼和加深学生对各种单词类型（包括抽象单词）的单词知识。