Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability

Reading and Writing

Volumn 16, Issue 1-2, 2003, Pages 5-20

  Walley, Amanda C ^a   Metsala, Jamie L ^b   Garlock, Victoria M ^c  

^a UNIVERSITY OF ALABAMA AT BIRMINGHAM   (United States)

^b UNIVERSITY OF MARYLAND   (United States)

^c WARREN WILSON COLLEGE   (United States)

Author keywords

Age of acquisition; Lexical representations; Neighborhood density; Phoneme awareness; Spoken word recognition; Word frequency

Indexed keywords

EID: 3943104062     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1023/a:1021789804977     Document Type: Conference Paper

References (53)

1. Anglin, J.M. (1989). Vocabulary growth and the knowing-learning distinction. Reading Canada, 7, 142-146.
2. Anthony, J.L., Lonigan, C.J., Dyer, S.M. & Bloomfield, B. (1997). The development of phonological processing in preschool-aged children: Preliminary evidence from confirmatory factor analysis. Paper presented at the Biennial Convention of the Society for Research in Child Development, Washington, DC.
3. Borstøm, I. & Elbro, C. (1997). Prevention of dyslexia in kindergarten: Effects of phoneme awareness training with children of dyslexic parents. In C. Hulme & M. Snowling (Eds.), Dyslexia: Biology, cognition and intervention (pp. 235-253). London: Whurr.
4. Brady, S.A. & Shankweiler, D.P. (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, New Jersey: Erlbaum.
5. Brown, G.D.A. & Watson, F.L. (1987). First in, first out: Word learning age and spoken word frequency as predictors of word familiarity and word naming latency. Memory and Cognition, 15, 208-216.
6. Byrne, B. & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-881.
7. Carroll, J.B. & White, M.N. (1973). Word frequency and age of acquisition as determiners of picture-naming latency. Quarterly Journal of Experimental Psychology, 25, 85-95.
8. Chaney, C. (1992). Language development, metalinguistic skills, and print awareness in three-year-old children. Applied Psycholinguistics, 13, 485-514.
9. Charles-Luce, J. & Luce, P.A. (1995). An examination of similarity neighbourhoods in young children's receptive vocabularies. Journal of Child Language, 22, 727-735.
10. De Cara, B. & Goswami, U. (2002). Vocabulary development and phonological neighborhood density effects in 5-year-old children. Journal of Child Language (in press).
11. Dollaghan, C.A. (1994). Children's phonological neighbourhoods: Half empty or half full? Journal of Child Language, 21, 257-271.
12. Dunn, L.M. & Dunn, L.M. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, Minnesota: American Guidance Service.
13. Elbro, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 453-485.
14. Elbro, C., Borstrøm, I. & Petersen, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60.
15. Fowler, A.E. (1991). How early phonological development might set the stage for phoneme awareness. In S.A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 97-117). Hillsdale, New Jersey: Erlbaum.
16. Garlock, V.M., Walley, A.C. & Metsala, J.L. (2001). Age-of-acquisition, word frequency and neighborhood density effects on spoken word recognition: Implications for the development of phoneme awareness and early reading ability. Journal of Memory and Language, 45, 468-492.
17. Gerhand, S. & Barry, C. (1998). Word frequency effects in oral reading are not merely age-of-acquisition effects in disguise. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 267-283.
18. Goswami, U. (1999). Towards a theoretical framework for understanding reading development and dyslexia in different orthographies. In I. Lundberg, I. Austad & F. Tonnessen (Eds.), Dyslexia: Advances in theory and practice (pp. 101-116). Dordrecht, The Netherlands: Kluwer Academic Publishers.
19. Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. London: Erlbaum.
20. Grosjean, F. (1980). Spoken word recognition processes and the gating paradigm. Perception and Psychophysics, 28, 267-283.
21. Jusczyk, P.W. (1993). From general to language-specific capacities: The WRAPSA model of how speech perception develops. Journal of Phonetics, 21, 3-28.
22. Jusczyk, P.W., Luce, P.A. & Charles-Luce, J. (1994). Infants' sensitivity to phonotactic patterns in the native language. Journal of Memory and Language, 33, 630-645.
23. Kuhl, P.K., Williams, K.A., Lacerda, F., Stevens, K.N. & Lindblom, B. (1992). Linguistic experience alters phonetic perception in infants by 6 months of age. Science, 255, 606-608.
24. Landauer, T.K. & Streeter, L.A. (1973). Structural differences between common and rare words: Failure or equivalence assumptions for theories of word recognition. Journal of Verbal Learning and Verbal Behavior, 12, 119-131.
25. Liberman, I.Y., Shankweiler, D. & Liberman, A.M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I.Y. Liberman (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 1-33). Ann Arbor: University of Michigan Press.
26. Locke, J.L. (1988). The sound shape of early lexical representations. In M.D. Smith & J.L. Locke (Eds.), The emergent lexicon: The child's development of a linguistic vocabulary (pp. 3-18). New York: Academic Press.
27. Logan, J.S. (1992). A computational analysis of young children's lexicons. Research on Speech Perception, Report No. 8. Bloomington, Indiana: Department of Psychology, Speech Research Laboratory.
28. Logan, J.S. & Walley, A.C. (1999). Modeling spoken word recognition in children. Paper presented at the Annual Child Phonology Conference, Bangor, Wales.
29. Mann, V.A. (1991). Are we taking too narrow a view of the conditions for development of phonological awareness? In S.A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 55-64). Hillsdale, New Jersey: Erlbaum.
30. McBride-Chang, C., Wagner, R.K. & Chang, L. (1997). Growth modeling of phonological awareness. Journal of Educational Psychology, 89, 621-630.
31. Metsala, J.L. (1997a). An examination of word frequency and neighborhood density in the development of spoken word recognition. Memory and Cognition, 25, 47-56.
32. Metsala, J.L. (1997b). Spoken word recognition in reading disabled children. Journal of Educational Psychology, 89, 159-169.
33. Metsala, J.L. (1999). Young children's phonological awareness and nonword repetition as a function of vocabulary development. Journal of Educational Psychology, 91, 3-19.
34. Metsala, J.L. & Walley, A.C. (1998). Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89-120). Mahwah, New Jersey: Erlbaum.
35. Morais, J., Alegria, J. & Content, A. (1987). The relationship between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415-438.
36. Morrison, C.M. & Ellis, A.W. (1995). Roles of word frequency and age of acquisition in word naming and lexical decision. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 116-133.
37. Nittrouer, S. & Studdert-Kennedy, M. (1987). The role of coarticulatory effects in the perception of fricatives by children and adults. Journal of Speech and Hearing Research, 30, 319-329.
38. Pitrat, A., Logan, J., Cockell, J. & Gutteridge, M.E. (1995). The role of phonological neighborhoods in the identification of spoken words by preschool children. Poster presented at the annual meeting of the Canadian Society for Brain, Behaviour, and Cognitive Science, Halifax, Nova Scotia.
39. Reznick, J.S. & Goldfield, B.A. (1992). Rapid change in lexical development in comprehension and production. Developmental Psychology, 28, 406-413.
40. Rozin, P. & Gleitman, L.R. (1977). The structure and acquisition of reading: II. The reading process and the acquisition of the alphabetic principle. In A.S. Reber & D.L. Scarborough (Eds.), Toward a psychology of reading (pp. 44-141). Hillsdale, New Jersey: Erlbaum.
41. Snowling, M. & Hulme, C. (1994). The development of phonological skills. Transactions of the Royal Society B, 346, 21-28.
42. Stager, C.L. & Werker, J.F. (1997). Infants listen for more phonetic detail in speech perception than in word-learning tasks. Nature, 388, 381-382.
43. Stanovich, K.E., Cunningham, A.E. & Cramer, B.B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
44. Swan, D. & Goswami, U. (1997). Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66, 18-41.
45. Torgesen, J.K. & Burgess, S.R. (1998). Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp. 161-188). Mahwah, New Jersey: Erlbaum.
46. Vicente, S., Castro, S.L. & Walley, A.C. (2000). Structural analyses of Portuguese young children's lexicons. Paper presented at the 6th International Congress of the International Society of Applied Psycholinguistics, Caen, France, 2000.
47. Vitevitch, M.S. & Luce, P.A. (1998). When words compete: Levels of processing in perception of spoken words. Psychological Science, 9, 325-329.
48. Wagner, R.K., Torgesen, J.K. & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
49. Walley, A.C. (1993). The role of vocabulary development in children's spoken word recognition and segmentation ability. Developmental Review, 13, 286-350.
50. Walley, A.C. & Flege, J.E. (1999). Effects of lexical status on native and non-native vowel perception: A developmental study. Journal of Phonetics, 27, 307-332.
51. Walley, A.C. & Metsala, J.L. (1990). The growth of lexical constraints on spoken word recognition. Perception and Psychophysics, 47, 267-280.
52. Walley, A.C. & Metsala, J.L. (1992). Young children's age-of-acquisition estimates for spoken words. Memory and Cognition, 20, 171-182.
53. Wilkinson, G.S. (1993). Manual for the Wide Range Achievement Test. Wilmington, Delaware: Wide Range.