The Core Vocabulary Approach
Updated: Jul 25
By Tamara Gonzalez-Scheulov, M.S. CCC-SLP
Helping Your Child Express Wants & Needs
Whether your child is just beginning to communicate, is a late talker, or uses AAC, one of the biggest goals is helping them express their wants, needs, thoughts, and ideas.
One powerful way to support communication is through something called core vocabulary.
What is Core Vocabulary
Core vocabulary refers to a small set of versatile, high-frequency words that make up more than 70% to 90% of what we say in everyday communication. These words are versatile, meaningful across many situations, and can be used in a variety of ways throughout the day.
Why Core Vocabulary Works
Core words help children express wants, needs, actions, feelings, and ideas. Because these words are used frequently across many situations, they provide powerful opportunities for communication and language learning.
Here are a few reasons the core vocabulary approach is so effective:
Frequent: Core words appear repeatedly throughout the day, giving children many opportunities to hear and learn them.
Functional: These words help children communicate for many different purposes, including requesting, commenting, asking questions, and expressing opinions.
Flexible: The same core words can be used across a variety of activities, routines, and settings.
Foundational: Core words provide the building blocks for longer phrases and sentences, such as "want more," "go up," and "help me."
Focused Language Stimulation
One powerful and research-backed way to teach core words is through an approach called focused language stimulation. This technique involves intentionally using and repeating specific core words during everyday routines, play, and interactions.
Over time, this repeated exposure helps children understand what the words mean and gives them the opportunity to start using the words themselves, without pressure. Even if your child doesn’t say the word yet, they’re soaking it in.
Tips for Using Focused Stimulation:
Choose 1–2 core words to focus on during a routine or play activity.
Say the word often, in different ways, and with clear emphasis. The more your child hears it in fun, everyday situations, the more likely they are to learn it.
Pair it with gesture, sign, or visuals when possible.
Don’t require imitation, just model and keep the interaction going.
Celebrate any response, such as eye contact, pointing, a sound, or a word.
Augmentative & Alternative Communication (AAC)
The core vocabulary approach is widely recognized and extensively used in the world of AAC to support individuals with complex communication needs. Core vocabulary can be used with both low-tech and high-tech AAC systems:
Low-tech AAC: Printed core boards, picture books, or laminated visuals
High-tech AAC: Speech-generating devices and apps that allow children to select and speak words.
The goal is to give children access to meaningful, flexible words that support communication across settings.
Aided Language Modeling
Aided Language Modeling is a powerful way to support children who use AAC. Also known as Aided Language Stimulation or Aided Language Input, it means that when you talk to your child, you also point to the same words or symbols on their communication system, whether that’s a high-tech AAC device or a low-tech option like a printed core board.
Tips for Using Aided Language Modeling:
Make low-tech boards accessible. Keep printed core boards in places where you spend time with your child, like on the fridge, by the changing table, near toys, or in the car, so you can model language anytime.
Start small. Focus on modeling just one or two core words during a daily routine or activity, like “go” during play or “more” during snack time.
Be consistent. Model the same words often across different moments so your child has many chances to hear and see them in action.
Pair your words with actions and visuals. For example, say “help” while pointing to the symbol and assisting your child with a task.
Don’t require imitation. Just model and keep the interaction going.
Total Communication
Total Communication means using all available forms of communication to help your child understand and express language.
Tips for Supporting Total Communication
Keep core boards or visual supports in places where daily routines happen.
Pair spoken words with gestures, signs, or pictures during everyday moments.
Focus on one or two core words at a time and use them naturally throughout your day.
Respond to all forms of communication, a look, a sound, a reach, or a sign, and treat them as meaningful.
Additional Resources
Finding the right core vocabulary words to focus on can feel overwhelming at first. These resources provide high-frequency core word lists and AAC supports to help families model language in everyday moments.
About the Author
Tamara Gonzalez-Scheulov, M.S., CCC-SLP, is the founder of Little Chatterbox, LLC and a speech-language pathologist with experience across Early Intervention, private practice, and school-based settings. She specializes in supporting infants, toddlers, preschoolers, and early elementary-aged children with speech, language, social communication, and school readiness skills. Her approach combines evidence-based practice with play, connection, and family-centered coaching.
References
Banajee, M., DiCarlo, C., & Stricklin, S. B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19(2), 67–73. https://doi.org/10.1080/0743461031000112034
Binger, C., & Light, J. (2007).The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23(1), 30–43. https://doi.org/10.1080/07434610600807470
Marvin, C. A., Beukelman, D. R., & Bilyeu, D. (1994). Vocabulary-use patterns in preschool children: Effects on augmentative and alternative communication decision making. Augmentative and Alternative Communication, 10(4), 224–233. https://doi.org/10.1080/07434619412331276930
Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of Speech, Language, and Hearing Research, 39(6), 1274–1283. https://doi.org/10.1044/jshr.3906.12
Romski, MaryAnn, et al. "Randomized comparison of augmented and nonaugmented language interventions for toddlers with developmental delays and their parents." Journal of Speech, Language, and Hearing Research 53.2 (2010): 350-364.https://doi.org/10.1044/1092-4388(2009/08-0156)
