Vocabulary: Needed if More Children Are to Read Well

Biemiller, Andrew

doi:10.1080/02702710390227297

Cited by 182 publications

(144 citation statements)

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“…It is not possible to directly compare the L1 and L2 vocabulary levels of the children in this study seeing that the Northern Sotho translation used here is not standardised, but it did seem as if the learners' L1 vocabulary knowledge was somewhat more developed. Children with underdeveloped vocabularies need to learn words at a rate of three to four root words per day, if they are to catch up with their peers within five or six years (Biemiller 2003). Given this, it seems fair to conclude that vocabulary development in both the L1 and L2 should be targeted in the South African curriculum from as early as possible (i.e.…”

Section: Discussionmentioning

confidence: 99%

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Wilsenach

2015

Read. writ.

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This study explored receptive vocabulary size and early literacy skills (namely: letter naming, knowledge of phoneme-grapheme correspondences and early writing) in emergent bilingual Northern Sotho-English children. Two groups of Grade 1 learners were tested in both English and in Northern Sotho. Group 1 (N = 49) received their formal schooling in English, whilst group 2 (N = 50) received their formal schooling in Northern Sotho. Receptive vocabulary was tested using the Peabody Picture Vocabulary Test. Letter knowledge was assessed by asking learners to name letter cards, whilst knowledge of phoneme-grapheme correspondences was tested by asking children to match letter cards with spoken sounds. Early writing was assessed by asking children to write their names. Statistical analyses indicated that both English and Northern Sotho receptive vocabulary knowledge had a significant effect on early literacy skills, whilst no main effect was found for the language of instruction. Group 1 performed significantly better than Group 2 in English receptive vocabulary, in knowledge of phonemegrapheme correspondences and in early writing, but no group differences were found for Northern Sotho receptive vocabulary or for letter knowledge. English receptive vocabulary significantly predicted the outcome of all of the early literacy skills, whilst Northern Sotho receptive vocabulary significantly predicted phoneme-grapheme correspondences and early writing.

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Section: Discussionmentioning

confidence: 99%

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Wilsenach

2015

Read. writ.

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“…Most estimates suggest that children aged 5-6 years have a working vocabulary of approximately 2500-5000 words (Beck & McKeown, 1991) and during early school years children learn about 3000 words per year roughly 8 words per day (Baumann & Kameenui, 1991;Beck & McKeown, 1991;Graves, 1986). Estimates suggest that only ~10% of words acquired in a year are learned through direct instruction by adults, with the majority of words learned incidentally through more implicit means, including conversation, television, and, in particular, story exposure (Aktar, 2004;Alloway, Williams, Jones, & Cochrane, 2013;Elley, 1989;Biemiller, 2003;Nagy & Herman, 1987). Indeed, the most commonly observed effect of early story exposure during the preschool (Hamilton, 2014;Justice, Meier & Walpole, 2005;Senechal & Cornell, 1993;Waisk & Bond, 2001;Walsh & Blewitt, 2006) and primary school years (Dickinson, 1984;Elley, 1989;Nagy, Anderson, & Herman, 1987;Penno, Wilkinson & Moore, 2002;Robbins & Ehri, 1994).…”

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confidence: 99%

When the daffodat flew to the intergalactic zoo: Off-line consolidation is critical for word learning from stories.

Henderson

Devine

Weighall

et al. 2015

Developmental Psychology

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“…More recently, Biemiller (2001Biemiller ( , 2003, Biemiller & Boote (2005), Biemiller & Slonim (2001 presented results that confirmed most of the pionner results of Ehrlich et al (1978). In short, Biemiller & Slonim (2001), referring to the Dale and O'Rourke's Living Word Vocabulary (1981), estimated that in the 2 nd grade the mean normative vocabulary was 5.200 root words, increasing to approximately 8.400 root words by 5 th grade.…”

Section: Develop M E N T Al Datasupporting

confidence: 77%

A Semantic Space for Modeling Children’s Semantic Memory

Denhière¹,

Lemaire²,

Bellissens³

et al.

Handbook of Latent Semantic Analysis

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A preliminary model based on a child corpusIn contrast to many LSA semantic spaces in the literature which are based on domain -specific corpora, we chose to build a general child corpus intended to model children's semantic memory (Denhière, Lemaire, Bellissens & Jhean -Larose, 2004) and to offer a layer of basic semantic associations on top of which computational models of children cognitive processes can be designed and simulated (Lemaire, Denhière, Bellissens & Jhean -Larose, to appear). Develop m e n t al dataWe possess little direct information on the nature and the properties of

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Vocabulary: Needed if More Children Are to Read Well

Cited by 182 publications

References 25 publications

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

Receptive vocabulary and early literacy skills in emergent bilingual Northern Sotho-English children

When the daffodat flew to the intergalactic zoo: Off-line consolidation is critical for word learning from stories.

A Semantic Space for Modeling Children’s Semantic Memory

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