Core and Fringe Vocabulary: What It Is & How to Use It

Level 1: Receptive Language

Fringe words are often easier to teach because you can picture the item in your mind; however, core words are going to be more flexible to use across environments and communication partners. Since we don’t just speak using fringe vocabulary, it is imperative that we focus on teaching the core words even though it can be more challenging.

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Core Vocabulary

• High frequency words that can be used in a variety of situations and with various communication partners
• Make up about 75-80% of the words we use everyday
• You cannot form a sentence without using core words
• You can create a sentence using only core words
• Often more difficult to visualize
• Usually includes pronouns, helping verbs, prepositions, articles, and common verbs
• Examples include – I, he/she, like, play, have, on, open, help, more, can, do, it
• Sentences using only core vocabulary – “I like to play”, “I need help”, “you can do it”

Fringe Vocabulary

• Words more specific to a situation – mostly nouns
• Cannot be used across a variety of situations
• Cannot form a sentence with only fridge words
• Can visualize the fringe vocabulary words
• Examples include “pig”, “school”, “teacher”, “pizza”, “TV”, “dinosaurs”

Why should I teach core vocabulary?

It is import to teach these core words because it allows the student to more readily communicate his/her wants/ needs which will decrease frustration. It is easier for the student to touch the icon or say “more” to request the desired item then learning each noun or trying to navigate a device through various categories to find that specific desired item. For example, if a student points/says “more” or “want it” I usually can understand the student within the given text which reduces those communication frustrations for the student. In this situation the student would not have to learn the new vocabulary term if he/she did not know it or would not have to navigate through a communication system to find what he/she wants.

What is AAC?

Augmentative and Alternative Communication (AAC) includes all forms of communication; (other than oral speech) that are used to express thoughts, needs, wants, and ideas. There are different types of AAC systems. There are unaided and aided systems. Unaided communication systems – rely on the person’s body to convey messages. Examples include gestures, body language, and/or sign language. Aided communication systems – require the use of tools or equipment in addition to the person’s body. Aided communication methods can range from paper and pencil to communication books or boards to devices that produce voice output (speech generating devices or SGD’s) and/or written output. Electronic communication aids allow the user to use picture symbols, letters, and/or words and phrases to create messages. (ASHA webstie)

How to teach core vocabulary when using AAC?

When using aided Augmentative and Alternative Communication systems (AAC); core vocabulary should be the main focus because it allows for more flexibility. It is important to have the most frequently used vocabulary or core words easily accessible so it can be utilized efficiently. Most AAC systems now include core vocabulary as the main component and fringe vocabulary as a side component of the communication system. Fringe vocabulary are not used as often so they can be placed to the side or top of core boards and programmed deeper into the AAC device. Another benefit of having the core words easily accessible and in the same place on the communication system is it allows the students to learn the motor planning patterns on the system which allows the student to also communicate quicker.

Here are some samples of Core Vocabulary Boards.

There are several different AAC devices that use core vocabulary. Here are examples of some AAC devices but it is important to gather more research and information when looking for a communication system to meet the needs of your student. You can use the company’s website to gather more information on a specific device and how the vocabulary is arranged on the device.

How can I teach core vocabulary?

• Post a core board in the room. You can use the core board during small group instruction or throughout the day to help teach those core words and concepts.
• Post core words around your room instead of just the noun.
  • Post “open” and “close” and touch those words on the door as you do the action. It is rare that we just say the word “door” as we open/close the door but we often do say “open”, “open it”, “close”, or “close it”.
  • Post “drink” on the water fountain and touch the icon “drink” before the student takes a drink.
• Book Activity –Touch different core words on the core vocabulary board or AAC device as you read a book.
  • Brown Bear, Brown Bear What Do You See. Touch the words “WHAT DO YOU SEE” on the core board or AAC device for each page as you read the words.

• Craft Activity – Touch different core words on the core vocabulary board or AAC device as you complete a craft.
  • Heart Craft – Glue different pieces of red, pink, and white construction paper on a large cut out heart. Core words you could use during the craft include “more on”, “need more”, I want it”, “want more”, “help”, etc.
• Cause/Effect Toys – Touch different core words on the core vocabulary board or AAC device as you engage in structured play activities
  • Wind up cars. Use the core words “go”, “stop”, “more go”, “I want go”, and “help” during the activity.
  • Fisher Price Piggy Bank – Use the core words “my turn”, “in”, “more in”, “out”, “take out”, “help”, etc.

Teaching core vocabulary words is very important because it allows for flexibility across settings and communication partners. It provides the student the opportunity to communicate for a variety of functions and does not limit him/her to specific topics.

Core words are an essential part of any balanced Augmentative and Alternative Communication (AAC) system.

What are these core words? Why should we use them? And most importantly, what are some practical tools and strategies that can help us implement a core word approach?

What are core words?

While spoken language has at least 250,000 words, a list of only 200 words accounts for about 80% of the words you use every day! These words are called “core words”.

Core words are usually:

• verbs (“go”, “come”),
• adjectives (“good”, “little”),
• prepositions (“to”, “on”),
• pronouns (“you”, “that”),
• articles (“the”, “a”), and
• conjunctions (“and”, “but”).

Only about 10% of the first 200 core words are nouns, and these nouns are very general (“girl”, “house”) rather than specific (“porcupine”, “celery”).

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AAC learners need quick access to these core words. It gives them a powerful and flexible tool to communicate whatever they want to say.

Some AAC learners rely on preprogrammed sentences or phrases such as “I want” and “I see”. With core words, they can choose from a small set of words to create their own sentences. Then they can express ideas, and even work on grammar.

Some AAC learners only have the chance to make choices from photos of objects. With core words, they can learn to communicate for a wide variety of reasons.

Some AAC learners are given new curriculum words for each new lesson. With core words, they can build their language skills by using flexible words to answer questions about any topic.

Don’t forget fringe words and the alphabet!

Core words are essential, it does not mean that we do not provide other important vocabulary. Core words should be within an AAC system alongside “fringe” words.

Fringe words are very specific words. They have a more narrow meaning than core words. They describe particular things.

Fringe words are usually:

• nouns, and
• more specific verbs (“leap”, “dice”), and
• more specific adjectives (“elegant”, “delicious”)

Each individual fringe word is not used as often as a core word, so AAC systems are usually arranged with the core words on the first, or “home” page, and fringe words are located in other folders.

All fringe words are not equally important for every person. Everyone has certain subjects that they really love to talk about. The important things in our lives: favorite people, places, and thing. These words are different for each person. These personal fringe words need to be added to the AAC. We want to make sure these words are available and easily to reach in the fringe folders.

Also, all AAC systems should have access to a keyboard. This allow an AAC learner to start scribbling/writing with a keyboard as soon as possible. They can do this even if they haven't learnt to read and spell.

Core words, with easy access to fringe words and a keyboard, make up a balanced AAC system. This allows for powerful and independent communication for AAC learners.

4 challenges to teaching core words

For many years we have taught AAC users to make choices or name objects, so as an AAC community teaching the “fringe”/noun words seems to come easily.

Many people find core words harder to teach. These are our challenges:

1. Core words are more abstract, and less “picturable”;
2. Many core words have multiple meanings;
3. When starting with a core word board, people may seem overwhelmed with all the words on one page;
4. Choosing a place to start teaching core words can feel complicated.

So where do we start? The answer actually turns out to be simple - we teach core words by using them on the AAC system while we talk.

Modeling core words

Core words can be taught in the same way as any words on the AAC system. We model core words as often as we can in everyday situations. When modeling, we point to core words on our AAC system as we talk with AAC users.

Watch Amanda and Abby model core words on quick communication boards in poster.

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