The Spontaneous Oral Vocabulary of Children in Grade 1

Hopkins, Carol J.

doi:10.1086/461154

Cited by 6 publications

(2 citation statements)

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“…There is general agreement in the literature (Hopkins, 1979;Murphy, 1957;Stemach & Williams, 1988) that a five-year-old youngster has a vocabulary of approximately 5,000 words or 2,500 word families (run, runs, running is one word family). Making the shift (at upper Grades 3-4, ages 8-9) from learning to read to reading to learn requires a critical mass of vocabulary of some 12,000-15,000 words (or about 8,000 word families), representing the child's oral vocabulary repertoire at age 8 (Biemiller, 2003;Biemiller & Slonim, 2001).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using Lexical Profiling Tools to Investigate Children’s Written Vocabulary in Grade 3: An Exploratory Study

Roessingh

Elgie

Kover³

2015

Language Assessment Quarterly

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Research in the study of students' writing concludes that vocabulary use is a key variable in determining the holistic quality of the writing. In the present study, 77 writing samples from a mixed group of Grade 3 children were analyzed for features of linguistic diversity using public domain vocabulary-profiling software. The writing was also evaluated holistically on a trait-based rubric. Data analysis identified the salient features of linguistic diversity correlating to quality standards of writing; the key is "lexical stretch" or use of low-frequency and "off-list known" words. Implications for assessment include the potential to identify children in need of vocabulary enrichment at an early stage in the educational trajectory and to track their evolving vocabulary growth in the shape of their lexical profile over time.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Using Lexical Profiling Tools to Investigate Children’s Written Vocabulary in Grade 3: An Exploratory Study

Roessingh

Elgie

Kover³

2015

Language Assessment Quarterly

View full text Add to dashboard Cite

show abstract

“…Intermediate-sized lists of several thousand words have been constructed and used primarily in conjunction with readability formulas (e.g., Dale and Chall, 1948; Harris/Jacobson list in Harris and Sipay, 1980). One also finds specialized vocabulary lists based upon oral language samples (e.g., Hopkins, 1979;M. Horn, 1928;Moe, Hopkins, and Rush, 1982;Murphy, 1957) and written language samples (e.g., cited in Hillerich, 1974;E.…”

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confidence: 99%