Building Functional Communication With The Core Vocabulary Approach
- Tamara Gonzalez-Scheulov
- Jul 5
- 5 min read
Updated: 6 days ago
Did you know that most children begin to combine words once they have a solid foundation of early vocabulary? This is a key step in language development, when communication becomes more expressive and meaningful. But what if your child isn’t using words yet, or isn’t combining them?
Whether your child is a late talker, nonverbal, or using AAC to communicate, there are powerful ways to support language growth, starting with 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.
The core vocabulary approach is widely used in the field of AAC (Augmentative and Alternative Communication) to support individuals with complex communication needs. But its benefits extend far beyond AAC.
Core words are just as helpful for children who are learning to talk verbally, including those who are late talkers or who have developmental delays.
Why Core Vocabulary Works
Core words help children express actions, feelings, and ideas. These are the words that give power to communication.
Here are a few reasons why the core vocabulary approach is so effective:
Repetition: Core words show up again and again in daily life, which means children get frequent exposure and opportunities to learn them.
Functional: These words help children express a wide range of communicative functions, including requesting, refusing, commenting, asking, and labeling.
Foundational: Core words form the foundation of early phrases and sentences.
Flexible: Children learn words that work across many settings and routines.
Supports Early Language Use: For emergent communicators core words provide meaningful opportunities to interact, participate, and take part in communication from the very start.
Supports Word Combination: Once children begin using just a few core words consistently, they often start combining them into phrases like “want more,” “go up,” or “help me.”
How to Teach Core Words
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.
Why It Matters
Studies suggest that children often need to hear a word 20 to 50 times in context before they're ready to try saying it themselves. Focused stimulation creates those rich, repeated opportunities without pressure.
Using Core Words with Augmentative and 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.
Why it Matters
Children benefit from hearing words paired with visual and motor cues, such as symbols or gestures. Aided Language Modeling makes language more concrete by showing and saying the word at the same time.
It’s important to note that using AAC does not stop a child from learning to talk. This is a common myth. In fact, research shows AAC can promote and facilitate spoken language by providing a bridge to communication while speech is still developing.
Supporting All Learners with Core Words
The core vocabulary approach to language therapy isn’t just for children who use AAC. It’s a powerful way to support all early communicators, including late talkers and children with language delays.
Because core words are simple, flexible, and used across daily routines, they can be modeled in many different ways, like through speech, signs, gestures, visuals, or AAC.
This flexibility makes core vocabulary a natural fit for promoting total communication, where all forms of communication are welcomed and supported to help a child express themselves and be understood.
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.
Why It Matters
For children who are still learning to talk, seeing and hearing words modeled in different ways builds understanding. Over time, this consistent input helps build comprehension.
Total Communication also encourages flexibility. Children are free to express themselves using whatever method works best for them in the moment, and adults are better prepared to recognize and respond to those efforts.
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.
AAC Support
Printable Core Vocabulary Boards - Saltillo Saltillo Chat Corner: https://saltillo.com/chatcorner/content/29
Core First Communication Books -Tobii Dynavox, . https://us.tobiidynavox.com/products/core-first-communication-books
100 High-Frequency Core Word List - AAC Language Lab:
https://aaclanguagelab.com/resources/100-high-frequency-core-word-list
Core Vocabulary Lists
https://minspeak.com/wp-content/uploads/2019/07/1-BanajeeList.pdf
Preschool Children - Marvin et al. 1994 via Minspeak.com
https://minspeak.com/wp-content/uploads/2019/07/2-Marvin-List.pdf
Toddlers - Banajee et al. 2003 via Minspeak.com
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)
