The Vocabulary of Core Reading Programs

Graves, Michael F.; Elmore, Jeff; Fitzgerald, Jill

doi:10.1086/701653

Cited by 14 publications

(12 citation statements)

References 38 publications

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“…The importance of derivational knowledge for lexical development has long been recognized in the field of English as a second language (L2) and foreign language (EFL) vocabulary research and teaching (Laufer, 2017; Nation, 2013; Sasao & Webb, 2017; Schmitt & Zimmerman, 2002; Thorndike, 1941). Research on derivational knowledge is valuable as it sheds light on how wordlists (e.g., Brezina & Gablasova, 2015; Dang, Coxhead, & Webb, 2017; Nation, 2016), vocabulary tests (Nation & Beglar, 2007; Webb, Sasao, & Ballance, 2017), and language programs should be developed (Graves, Elmore, & Fitzgerald, 2019). It also has methodological implications because it provides an indication of the unit of counting that should be used when calculating the lexical coverage of a text or corpus (e.g., Vilkaitė‐Lozdienė & Schmitt, 2020).…”

Section: Introductionmentioning

confidence: 99%

Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?

Iwaizumi

Webb

2021

TESOL Quarterly

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Derivational knowledge, the ability to understand and produce derivatives of a word, is essential for vocabulary learners to expand their lexical knowledge. Earlier research (e.g., Schmitt & Zimmerman, 2002) has shown that L2 learners may have limited ability to produce derivatives compared to L1 speakers. However, the degree to which productive derivational knowledge differs between L1 and L2 learners, and among learners at different levels of vocabulary knowledge has yet to be examined. The present study investigated the extent to which L1 English speakers (n = 23) and L2 English learners (n = 107) at varying vocabulary levels (1000‐5000) could produce the derivatives of 90 headwords in a decontextualized derivative recall test. A generalized linear mixed model indicated that L1 and L2 productive derivational knowledge significantly differed, and L2 productive derivational knowledge differed among learners with different vocabulary levels. However, the results revealed that the L1 speakers and the learners who had mastered the higher vocabulary levels (3000–5000) produced a similar number of derivatives in the decontextualized recall test. The findings suggest that learners’ vocabulary levels could be indicative of L2 productive derivational knowledge to some degree. Lastly, the results are discussed to provide pedagogical implications for teaching and assessing L2 productive derivational knowledge.

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Section: Introductionmentioning

confidence: 99%

Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?

Iwaizumi

Webb

2021

TESOL Quarterly

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“…As described in the Preliminary Data Description section, there was a trend toward less repetition of academic words in the later years. The decrease in repetition could be problematic for students’ learning because word repetition has been shown to be important for word recognition and learning word meanings (Graves, Elmore, & Fitzgerald, 2019; Hiebert & Martin, 2015; Nagy, Anderson, & Herman, 1987).…”

Section: Discussionmentioning

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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“…The textbook corpus contained 40 million running words. Word family types have often been used to identify the expanse of vocabulary exposure in texts (Graves, Elmore, & Fitzgerald, 2019). A word family type (more simply referenced as type in the remainder of the article) was a base word, its inflected forms and the few derived forms that are spelled like the inflections - ed , -en , -er , and - ing .…”

Section: Methodsmentioning

confidence: 99%

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

Fitzgerald¹,

Elmore²,

Relyea³

et al. 2020

Journal of Educational Psychology

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The Vocabulary of Core Reading Programs

Cited by 14 publications

References 38 publications

Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?

Measuring L1 and L2 Productive Derivational Knowledge: How Many Derivatives Can L1 and L2 Learners with Differing Vocabulary Levels Produce?

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

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

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