Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks.

Fitzgerald, Jill; Elmore, Jeff; Relyea, Jackie Eunjung; Stenner, A. Jackson

doi:10.1037/edu0000386

Cited by 22 publications

(19 citation statements)

References 115 publications

(175 reference statements)

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“…Learners also associated a similar expression in their L1. The association strategy suggests that learners store their FS knowledge in a network fashion ( Fitzgerald et al, 2020 ). Thus, by activating one item, other related items are also activated.…”

Section: Resultsmentioning

confidence: 99%

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

Zheng

2022

Front. Psychol.

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The study examined the development of Chinese as a second language learners’ formulaic knowledge through comparing the processing of Chinese idioms versus non-idiomatic formulaic sequences (FSs) by advanced-level learners (ALs), super-advanced learners (SLs), and native speakers (NSs). Using two phrase acceptability judgment tasks with and without think-aloud protocols, we collected data on participants’ processing accuracy, processing speed, and processing strategies of reading the two types of FSs. Four processing patterns emerged from the analyses of the datasets. First, learners’ processing accuracy and speed increased along with their proficiency. Second, learners’ idiom processing ability was generally lower than that of non-idiom processing ability, but they demonstrated an improving trend as their proficiency level increased. Third, learners’ use of processing strategies did not change much as proficiency rose and demonstrated a categorical difference from NSs. Fourth, all three groups exhibited poorer productive idiom knowledge than productive non-idiom knowledge. The overall findings denote that second language learners’ formulaic knowledge can evolve beyond the lexical plateau as learners move from the advanced to a higher proficiency level, but the productive idiom knowledge can be a long-term problem. The findings provide implications for measuring and teaching Chinese formulaic knowledge at the higher-than-advanced stage.

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Section: Resultsmentioning

confidence: 99%

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

Zheng

2022

Front. Psychol.

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“…Bishop, 2006; Breiman, 2001a, 2001b). The same or highly similar procedures have been used in other language‐related educational studies, including studies involving reading and texts used for reading instruction (e.g., Berendes et al, 2018; Fitzgerald, Elmore, Relyea, & Stenner, 2019; Wilson, Chen, Sandbank, & Hebert, 2019).…”

Section: Methodsmentioning

confidence: 99%

Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades?

Fitzgerald

Relyea

Elmore

et al. 2020

Reading Research Quarterly

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The purpose of the present study was to examine possible shifts in the presence of academic vocabulary across the past six decades for a continually best‐selling first‐grade core reading program. The authors examined seven program years dating from 1962 to 2013 and computationally determined four categories of academic vocabulary (science, mathematics, social studies, and general academic) in each program. The primary research question was, Did the volume of academic words in a program year rise with advancing years? A secondary supplementary question was, Did the propensity toward academic affinity of a program considered as a whole rise with advancing years? The authors employed two types of academic word measures: (1) A word was deemed to be academic or not, and if it was academic, it was assigned to one of the four academic categories, and then academic words were counted; and (2) a novel measure, academic affinity, was a continuous measure of the probability that a word was academic (in each of the four academic vocabulary categories). The authors conducted Poisson regression modeling and hierarchical generalized linear modeling. The main conclusions were that later first‐grade core reading program years included a moderately higher volume of science, social studies, and total academic words as compared with earlier years and that the science, social studies, and general academic affinity of the program as a whole was statistically higher in later years, but in practical terms, the change was not remarkable.

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“…So we investigated first‐ through fifth‐grade core disciplinary textbook programs to see if academic word networks could be identified (Fitzgerald, Elmore, Relyea, & Stenner, 2020). We especially wondered if networks were grown across the grades in the textbooks, that is, if they accumulated more and more words with the rise of grades.…”

Section: Elementary Core Disciplinary Textbooks—a Ready Resource For mentioning

confidence: 99%

Academic Vocabulary Networks Matter for Students’ Disciplinary Learning

Fitzgerald¹,

Elmore²,

Relyea³

2021

The Reading Teacher

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Domain-specific academic vocabulary network development in elementary grades core disciplinary textbooks.

Cited by 22 publications

References 115 publications

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies

Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades?

Academic Vocabulary Networks Matter for Students’ Disciplinary Learning

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