Root word vocabulary was studied in 2 normative samples (English-speaking, wide socioeconomic range) and in an advantaged sample. The authors estimated that in 2nd grade, the mean normative vocabulary was 5,200 root words, increasing to approximately 8,400 root words by 5th grade. During grades 3-5, the lowest quartile added about 3 root words a day, whereas the highest quartile added about 2.3 words a day. However, by 5th grade, children in the lowest quartile had only reached average 4th-grade level because they had such a small vocabulary in 2nd grade. There is evidence that words are learned in roughly the same order. The implications of these findings suggest (a) that greater efforts should be made to foster vocabulary acquisition in the primary years and (b) that a rough vocabulary curriculum sequence can be identified for the elementary years.Increasingly, educators are becoming aware of the importance of vocabulary development as an aspect of successful educational achievement. For example, Gough and Tunmer's (1986) "simple view of reading" emphasizes the combined importance of identifying words and understanding language for successful reading. Catts, Fey, Zhang, and Tomblin (1999) reported that language as well as phonological problems must be considered when working with poor readers. Cunningham and Stanovich (1997) reported that vocabulary assessed in first grade predicted over 30% of reading comprehension variance in 11th grade. Conversely, recent studies of early reading intervention such as Pinnell,

Children’s rights to nurturance and self-determination have been included in social policy agendas for many years. Children’s and parents’ attitudes concerning children’s rights are likely an important determinant of whether rights on paper actually serve to protect the well-being of children, yet there is little research on factors associated with support for children’s rights. This study examined maternal (parenting style, sociopolitical attitudes) and child (emotional autonomy, role in family decision making) characteristics associated with attitudes toward children’s nurturance and self-determination rights. Maternal responsiveness was related to child support for both nurturance and self-determination rights and maternal endorsement of self-determination, whereas demandingness was negatively related to support for self-determination and children’s involvement in family decision making. Maternal conservatism was negatively related to mothers’ support for nurturance and self-determination rights. Support for self-determination rights, child participation in family decision making, and children’s emotional autonomy were positively related. Implications and limitations of findings are discussed.

BACKGROUND AND OBJECTIVE: Chronic pain in children with cerebral palsy (CP) is underrecognized, leading to detriments in their physical, social, and mental well-being. Our objective was to identify, describe, and critique pediatric chronic pain assessment tools and make recommendations for clinical use for children with CP. Secondly, develop an evidenceinformed toolbox to support clinicians in the assessment of chronic pain in children with disabilities.

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