🎉 The coupon code [couponcode] has been added to your basket!! 🎉

Free shipping on orders over £30!

Five reasons why vocabulary is the biggest predictor of your kids' grades

— and what you can do about it

Research studies identify vocabulary as key to future academic success.
Here’s why:

  1. It unlocks word understanding that makes reading easier and more fun
  2. It increases kids’ ability to express themselves and vocalize what they are learning
  3. It unlocks learning and achievement in broad subjects including Math
  4. It contributes to the development of emotional intelligence as it gives kids labels for feeling and helps them understand others
  5. It makes reading more complex texts easier, widening their knowledge on various topics

So, we know kids with great vocabulary do better at school and later on in life.

What can parents do to help their children expand their vocabulary?

The research is clear — explicitly teaching vocabulary and meanings to children gets better results than just reading or incidental, passive word-learning.

How to teach kids vocabulary — according to the research

Firstly, teach a few words every day (rather than many at once). Then follow these five rules of thumb.

Five steps to teaching words to kids

  1. Give a simple definition of the word
  2. Give the context in which the word is used
  3. Engage them in activities that promote deep processing of the meaning of words
  4. Teach word pairs. “Devious plan”, “voracious appetite”. Knowledge of word pairs has been proven to increase the quality of children’s academic written work.
  5. Use humor — it is proven to help memorization

Feeling overwhelmed? Enter Mrs Wordsmith

Mrs Wordsmith is the VC-backed startup that has collaborated with academics and superstar illustrators to produce a range of books (and soon an app) that provide the spark for a daily word-learning habit that ticks all of these boxes. Using humorous illustrations, word pairs, and kid-friendly definitions — we’ve put together word a day books and the Illustrated Storyteller’s Dictionary for kids and parents to enjoy together.

Storyteller's Illustrated Dictionary

Storyteller's Illustrated Dictionary

Illustrated Dictionary

Storyteller's Word a Day

Storyteller's Word a Day


R-r-ready for School Word a Day

R-r-ready for School Word a Day


Discover a word a day together

Mrs Wordsmith’s Word a Day books are a simple and intuitive way to help your child learn a new, epic word every day, whether they are taking their first steps on the reading journey or they are already confident readers who are ready to take their vocabulary to the next level.

R-r-ready for School Word a Day (ages 3-6) gives kids the words they need to prepare them for the future - words that develop creativity, social and emotional skills, and original thinking - while Storyteller’s Word a Day (ages 6-12) is packed with richly descriptive words, discerning data, and insight that takes kids’ storytelling to another planet.

Fire your child’s imagination

Our Storyteller’s Illustrated Dictionary is the dictionary reimagined, designed to help budding storytellers write brilliant stories, excel at school and in life. It features rich, descriptive vocabulary for all aspects of storytelling, from describing characters’ appearance, actions, and emotions, to creating vivid, memorable story worlds. It has never been easier for kids to make sure they’re using mind-blowing language throughout their stories.

Develop word awareness in kids

Mrs Wordsmith gives an array of ideas on how to use each word, with synonyms, word pairs, and examples of the word used in classic children’s books.

Learn more as data meets creativity

Mrs Wordsmith have used data science to identify the words kids need, and Hollywood creativity to make them funny and unforgettable.

[CTA] Join our newsletter to get ...

What parents are saying about us


Beck & McKeown, 2007;
Biemiller & Boote, 2006;
Coyne et al. 2010;
Marulis & Neuman, 2010.
Beck, McKeown & Kucan 2002;
NICHD 2000
Neuman et al.,2011
Wasik & Iannone-Campbell, 2012
Barrett et al., 2007
Rosnay & Harris, 2002