Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade

Reading and Writing

Volumn 25, Issue 2, 2012, Pages 347-373

  Kieffer, Michael J ^a   Lesaux, Nonie K ^b  

^a Och Spine at New York Presbyterian Hospitals   (United States)

^b HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

Bilingualism; Context clues; English as a second language; Language minority; Morphological awareness; Vocabulary

Indexed keywords

EID: 84856106387     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-010-9272-9     Document Type: Article

References (67)

1. Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.
2. August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning disabilities: Research and practice, 20, 50-57.
3. Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame'enui, E. J. (2003). Vocabulary tricks: Effects of instruction in morphology on fifth-grade students' ability to derive and infer word meanings. American Educational Research Journal, 40, 447-494.
4. Baumann, J. F., Edwards, E. C., Font, G., Tereshinski, C. A., Kame'enui, E. J., & Olejnik, S. (2002). Teaching morphemic and contextual analysis to fifth-grade students. Research Research Quarterly, 37, 150-176.
5. Beck, I. L., McKeown, M. G., & McCaslin, E. S. (1983). Vocabulary development: All contexts are not created equal. The Elementary School Journal, 83, 177-181.
6. 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, 506-521.
7. Bialystok, E. (1988). Levels of bilingualism and levels of linguistic awareness. Developmental Psychology, 24, 560-567.
8. Bialystok, E. (2005). Consequences of bilingualism for cognitive development. In J. Kroll (Ed.), Handbook of bilingualism: Psycholinguistic approaches. New York, NY: Oxford University Press.
9. Biemiller, A., & Boote, C. (2006). An effective method for building vocabulary meaning in primary grades. Journal of Educational Psychology, 98, 44-62.
10. Bollen, K. (1989). Structural equations with latent variables. New York, NY: Wiley.
11. Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80(2), 144-179.
12. Branum-Martin, L., Fletcher, J. M., Carlson, C. D., Ortiz, A., Carlo, M., & Francis, D. J. (2006). Bilingual phonological awareness: Multilevel construct validation among Spanish-speaking kindergarteners in transitional bilingual education classrooms. Journal of Educational Psychology, 98, 170-181.
13. Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190.
14. Carlisle, J. F., & Katz, L. A. (2006). Effects of word and morpheme familiarity on reading of derived words. Reading and Writing: An Interdisciplinary Journal, 19, 669-693.
15. Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., et al. (2004). Closing the gap: Addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188-215.
16. Carnegie Council on Advancing Adolescent Literacy. (2010). Time to act: An agenda for advancing adolescent literacy for college and career success. New York, NY: Carnegie Corporation of New York.
17. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
18. Curtis, M. E. (1987). What do vocabulary tests measure? In M. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 37-48). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
19. Deacon, H., Wade-Woolley, L., & Kirby, J. (2007). Crossover: The role of morphological awareness in French immersion children's reading. Developmental Psychology, 43, 732-746.
20. Droop, M., & Verhoeven, L. (2003). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly, 38, 78-103.
21. Elshout-Mohr, M., & van Daalen-Kapteijns, M. M. (1987). Cognitive processes in learning word meanings. In M. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 53-72). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
22. Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8, 430-457.
23. Fang, Z., & Schleppegrell, M. J. (2008). Reading in secondary content areas: A language-based pedagogy. Ann Arbor, MI: University of Michigan Press.
24. Fukkink, R. G., & de Glopper, K. (1998). Effects of instruction on deriving word meanings from context: A meta-analysis. Review of Educational Research, 68, 450-469.
25. Garcia, G. E. (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly, 26, 371-392.
26. Graves, M. F. (2006). The vocabulary book. New York, NY: Teachers College Press.
27. Joshi, M. (2005). Vocabulary: A critical component of comprehension. Reading and Writing Quarterly, 21, 209-219.
28. Kieffer, M. J. (2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100, 851-868.
29. Kieffer, M. J. (2010). English proficiency, socioeconomic status, and late-emerging reading difficulties. Educational Researcher, 39, 484-486.
30. Kieffer, M. J., & Lesaux, N. K. (2007). Breaking words down to build meaning: Vocabulary, morphology, and reading comprehension in the urban classroom. The Reading Teacher, 61, 134-144.
31. Kieffer, M. J., & Lesaux, N. K. (2008). The role of derivational morphological awareness in the reading comprehension of Spanish-speaking English language learners. Reading and Writing: An Interdisciplinary Journal, 21, 783-804.
32. Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54, 47-56.
33. Kieffer, M. J. & Lesaux, N. K. (in review). Effects of academic language instruction on relational and syntactic aspects of morphological awareness for sixth graders from linguistically diverse backgrounds.
34. Kuhn, M. R., & Stahl, S. A. (1998). Teaching children to learn word meanings from context: A synthesis and some questions. Journal of Literacy Research, 30, 119-138.
35. Kuo, L.-J., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41, 161-180.
36. Kuo, L.-J., & Anderson, R. C. (2010). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading, 14, 365-385.
37. Lesaux, N. K., & Kieffer, M. J. (2010). Exploring sources of reading comprehension difficulties among language minority learners and their classmates in early adolescence. American Educational Research Journal, 47, 596-632.
38. Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45(2), 198-230.
39. Manis, F. R., Lindsey, K. A., & Bailey, C. E. (2004). Development of reading in grades K-2 in Spanish-speaking English-language learners. Learning Disabilities: Research & Practice, 19, 214-224.
40. Muse, A. (2005). The nature of morphological knowledge. Unpublished doctoral dissertation. Florida State University.
41. Nagy, W. E. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R.K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension. New York, NY: The Guilford Press.
42. Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
43. Nagy, W. E., Berninger, V. W., & Abbott, R. D. (2006). Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134-147.
44. National Center for Education Statistics. (2009). Nation's report card: Reading-2009. Washinton, DC: Institute of Education Sciences, U. S. Department of Education.
45. National Institute of Child Heath and Human Development (NICHD). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Heath and Human Development (NICHD).
46. Ordóñez, C. L., Carlo, M. S., Snow, C. E., & McLaughlin, B. (2002). Depth and breadth of vocabulary in two languages: Which vocabulary skills transfer? Journal of Educational Psychology, 94, 719-728.
47. Ouelette, G. P. (2006). What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554-566.
48. Páez, M., Tabors, P., & López, L. M. (2007). Dual language and literacy development of Spanish-speaking preschool children. Journal of Applied Developmental Psychology, 28, 85-100.
49. Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42, 282-296.
50. Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357-383.
51. Proctor, C. P., Carlo, M., August, D., & Snow, C. E. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246-256.
52. Proctor, C. P., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C. E., & Neugebauer, S. (in press). Improving comprehension online: Effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Reading and Writing: An Interdisciplinary Journal. Retrieved from http://www. springerlink. com/content/j2183h13h0774643/. doi: 10. 1007/s11145-009-9218-2.
53. Qian, D. D. (1999). Assessing the roles of depth and breadth of vocabulary knowledge in reading comprehension. Canadian Modern Language Review, 56, 282-308.
54. Ramirez, G., Chen, X., Geva, E., & Kiefer, H. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. Reading and Writing: An Interdisciplinary Journal, 23, 337-358.
55. RAND Reading Study Group. (2002). Reading for understanding: Toward an R& D program in reading comprehension. Santa Monica, CA: RAND.
56. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd Ed.). Thousand Oaks, CA: Sage Publications.
57. Reed, D. K. (2008). A synthesis of morphology interventions and effects on reading outcomes for students in grades K-12. Learning Disabilities Research & Practice, 23, 36-49.
58. Schatschneider, C., & Francis, D. J. (1999). The dimensionality of phonological awareness: An application of item response theory. Journal of Educational Psychology, 91, 439-450.
59. Silverman, R. (2007). A comparison of three methods of vocabulary instruction during read-alouds in kindergarten. Elementary School Journal, 108, 97-113.
60. Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
61. Snow, C. E., & Kim, Y.-S. (2006). Large problem spaces: The challenge of vocabulary for English language learners. In R.K. Wagner, A. Muse, & K. Tannenbaum (Eds.), Vocabulary acquisition and its implications for reading comprehension. New York, NY: Guilford Press.
62. Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
63. Stahl, S., & Nagy, W. (2006). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum Associates.
64. Swanson, H. L., Sáez, L., & Gerber, M. (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities. Journal of Educational Psychology, 98, 247-264.
65. Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies in Reading, 10, 381-398.
66. Tomblin, J. B., & Zhang, X. (2006). The dimensionality of language ability in school-age children. Journal of Speech, Language, and Hearing Research, 49, 1193-1208.
67. Wagner, A. E., Muse, A. E., & Tannenbaum, K. R. (2007). Promising avenues for better understanding implications of vocabulary development for reading comprehension. In R.K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 276-292), New York, NY: The Guilford Press.