Words Matter

Our research provides scientific backing for why words matter


Academic Research on Vocabulary

Children who are more proficient with words at primary school perform better academically in all subjects including maths.

Discussing words with children will help them to understand and use words correctly. Doing so in the relaxed setting of family mealtimes is ideal.

Teachers can achieve more with our children at school if we support them at home through active and entertaining vocabulary development.

It is easier for children to remember the precise meaning of a word when it is associated with another word, an entertaining story, or a memorable picture. Learning by rote is dull, unimaginative and ineffective.

The more often a child hears a particular word in context, the more he or she will come to understand its meanings and nuances.

Our product works well with children at all levels of ability, from advanced readers to those who are dealing with learning difficulties such as dyslexia.

We've created an easy to read report to help you understand Why Words Matter.

Read the Report

The Experts

Lesley A. Sand PhD.

Our Curriculum Director is a cognitive neuroscientist from the University of Maryland. She specialises in brain mechanisms related to language and emotional processing. Her research also includes reading and vocabulary development in children with and without learning difficulties and training teachers to teach phonics.

Professor Paul Thompson

Professor Thompson has extensive experience in corpus linguistics, building dictionaries and children’s reading development. In particular, he worked on a government funded ERSC project: ‘An investigation in corpus-based learning about language in the primary school’. He is also the co-Editor of the Journal of English for Academic Purposes as well as a Senior Lecturer and Deputy Director of the Centre for Corpus Research at the University of Birmingham.