Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction

Elementary School Journal

Volumn 107, Issue 3, 2007, Pages 251-271

  Beck, Isabel L ^a   McKeown, Margaret G ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33846259315     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: 10.1086/511706     Document Type: Article

References (62)

1. Beck, I. L., & McKeown, M. G. (1991). Conditions of vocabulary acquisition. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 789-814). New York: Longman.
2. Beck, I. L., & McKeown, M. G. (2001). Text Talk: Capturing the benefits of read-aloud experiences for young children. Reading Teacher, 55(1), 10-20.
3. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
4. Beck, I. L., McKeown, M. G., & Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 147-163). Hillsdale, NJ: Erlbaum.
5. Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.
6. Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25, 24-28. Washington, DC: American Federation of Teachers.
7. Biemiller, A. (2004). Teaching vocabulary in the primary grades: Vocabulary instruction needed. In J. F. Baumann & E. J. Kame'enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.
8. Biemiller, A. (2005). Addressing developmental patterns in vocabulary: Implications for choosing words for primary grade vocabulary instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223-242). Hillsdale, NJ: Erlbaum.
9. Biemiller, A., & Boote, C. (2006). An effective method for building vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62.
10. Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93, 498-520.
11. Brett, J. (1985). Annie and the wild animals. Boston: Houghton Mifflin.
12. Carpenter, P. A., & Just, M. A. (1981). Cognitive processes in reading: Models based on readers' eye fixations. In A. M. Lesgold & C. A. Perfetti (Eds.), Interactive processes in reading (pp. 177-213). Hillsdale, NJ: Erlbaum.
13. Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12(3), 145-162. Hillsdale, NJ: Erlbaum.
14. Cunningham A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1-2), 8-15.
15. Curtis, M. E. (1987). Vocabulary testing and vocabulary instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 37-52). Hillsdale, NJ: Erlbaum.
16. Davis, F. B. (1944). Fundamental factors in reading comprehension. Psychometrika, 9, 185-197.
17. Davis, F. B. (1968). Research in comprehension in reading. Reading Research Quarterly, 3, 499-545.
18. Dunlop, W. P., Cortina, J. M., Vaslow, J. B., & Burke, M. J. (1996). Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods, 1, 170-177.
19. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-186.
20. Graves, M. F. (1987). The roles of instruction in fostering vocabulary development. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 165-184). Hillsdale, NJ: Erlbaum.
21. Graves, M. F. (2000). A vocabulary program to complement and bolster a middle-grade comprehension program. In B. M. Taylor, M. F. Graves, & P. van den Broek (Eds.), Reading for meaning: Fostering comprehension in the middle grades (pp. 116-135). New York: Teachers College Press.
22. Graves, M. F., Brunetti, G. J., & Slater, W. H. (1982). The reading vocabularies of primary-grade children of varying geographic and social backgrounds. In J. A. Harris & L. A. Harris (Eds.), New inquiries in reading research and instruction (pp. 99-104). Rochester, NY: National Reading Conference.
23. Hart, B., & Risley, T. (1995). Meaningful differences. Baltimore, MD: Paul H. Brookes.
24. Hayes, D. P., & Ahrens, M. G. (1988). Vocabulary simplification for children: A special case of "motherese"? Journal of Child Language, 15, 395-410.
25. Hirsh, K. W., Morrison, C. M., Gaset, S., & Carnicer, E. (2003). Age of acquisition and speech production in L2. Bilingualism: Language and Cognition, 6(2), 117-128. Cambridge: Cambridge University Press.
26. Holmes, V. M., & Langford, J. (1976). Comprehension and recall of abstract and concrete sentences. Journal of Verbal Learning and Verbal Behavior, 15, 559-566.
27. Izura, C., & Ellis, A. W. (2002). Age of acquisition effects in word recognition and production in first and second languages. Psicoló gica, 23, 245-281.
28. Juel, C., Biancarosa, G., Coker, D., & Deffes, R. (2003). Walking with Rosie: A cautionary tale of early reading instruction. Educational Leadership, 60(7), 12-18.
29. Kotrlik, J. W., & Williams, H. A. (2003). The incorporation of effect size in information technology, learning, and performance research. Information Technolog, Learning, and Performance Journal, 21(1), 1-7.
30. Levine, T. R., & Hullett, C. R. (2002). Eta squared, partial eta squared, and misreporting of effect size in communication research. Human Communication Research, 28, 612-625.
31. McCloskey, R. (1969). Make way for duckling. New York: Puffin Books.
32. McKeown, M. G. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Research Quarterly, 20(4), 482-496.
33. McKeown, M. G., & Beck, I. L. (2003). Taking advantage of read alouds to help children make sense of decontextualized language. In A. van Kleeck, S. A. Stahl, & E. B. Bauer (Eds.), Storybook reading (pp. 159-176). Mahwah, NJ: Erlbaum.
34. McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15(1), 3-18.
35. McKeown, M. G., Beck, I. L., Omanson, R. C., & Pople, M. T. (1985). Some effects of the nature and fequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20(5), 522-535.
36. Mezynski, K. (1983). Issues concerning the acquisition of knowledge: Effects of vocabulary training on reading comprehension. Review of Educational Research, 53, 253-279.
37. Moats, L. C. (2001). When older students can't read. Educational Leadership, 58(6), 36-39.
38. Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-36). Hillsdale, NJ: Erlbaum.
39. Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 269-284). Mahwah, NJ: Erlbaum.
40. Nicholson, T., & Whyte, B. (1992). Matthew effects in learning new words while listening to stories. In C. K. Kinzer & D. J. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives (pp. 499-503). Chicago: National Reading Conference.
41. Paivio, A. (1971). Imagery and verbal processes. Hillsdale, NJ: Erlbaum.
42. Peabody Picture Vocabulary Test. (1997). PPVT-III. Circle Pines, MN: American Guidance Service.
43. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23-33.
44. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
45. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (published as Vol. 11 of the series Studies in Written Language and Literacy). Philadelphia: John Benjamins.
46. Plume, I. (1998). The Bremen town musicians. New York: Dragonfly Books.
47. Robbing, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.
48. Rummelhart, D. E., & Ortony, A. (1977). The representation of knowledge in memory. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge. Hillsdale, NJ: Erlbaum.
49. Schwanenflugel, P. J., & Shoben, E. J. (1983). Differential context effects in the comprehension of abstract and concrete verbal materials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 82-102.
50. Scott, J. A., Jamieson-Noel, D., & Asselin, M. (2003). Vocabulary instruction throughout the day in twenty-three Canadian upper-elementary classrooms. Elementary School Journal, 103(3), 269-312.
51. Sénéchal, M., & Cornell, E. H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 361-376.
52. Sénéchal, M., Thomas, E., & Monker, J. A. (1995). Individual differences in four-year-olds' ability to learn new vocabulary. Journal of Educational Psychology, 87, 218-229.
53. Shefelbine, J. L. (1990). Student factors related to variability in learning word meanings from context. Journal of Reading Behavior, 22(1), 71-97.
54. Singer, H. (1965). A developmental model of speed of reading in grades 3 through 6. Reading Research Quarterly, 1, 29-49.
55. Smith, M. K. (1941). Measurement of the size of general English vocabulary through the elementary grades and high school. Genetic Psychology Monographs, 24, 311-345.
56. Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
57. Steig, W. (1982). Doctor DeSoto. New York: Farrar, Straus & Giroux.
58. Thurstone, L. L. (1946). A note on a re-analysis of Davis' reading tests. Psychometrika, 11, 185-188.
59. Turner, J. E., Valentine, T., & Ellis, A. W. (1998). Contrasting effects of age of acquisition and word frequency on auditory and visual lex ical decision. Memory and Cognition, 26, 1282-1291.
60. Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in preschool classrooms. Journal of Educational Psychology, 93(2), 243-250.
61. Watts, S. M. (1995). Vocabulary instruction during reading lessons in six classrooms. Journal of Reading Behavior, 27, 399-424.
62. White, T. G., Graves, M. F., & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82, 281-290.