Vocabulary growth through independent reading and reading aloud to children

Teaching and Learning Vocabulary: Bringing Research to Practice

Volumn , Issue , 2005, Pages 45-68

  Cunningham, Anne E ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84904771271     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410612922     Document Type: Chapter

References (62)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Allington, R.L. (1984). Content coverage and contextual reading in reading groups. Journal of Reading Behavior, 16, 85-96.
3. Anderson, R.C., & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In B.Huston (Ed.), Advances in reading/language research (Vol. 2, pp. 231-291). Greenwich, CT: JAI Press.
4. Anderson, R.C., & Nagy, W.E. (1992, Winter). The vocabulary conundrum. The American Educator, 14-18.
5. Anderson, R.C., Wilson, P.T., & Fielding, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
6. Baines, L. (1996). From page to screen: When a novel is interpreted for film, what gets lost in the translation? Journal of Adolescent and Adult Literacy, 39, 612-622.
7. Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.
8. Beck, I.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of reading-aloud experiences for young children. The Reading Teacher, 55(1), 10-20.
9. Beck, I.L., & McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
10. Beck, I.L., & McKeown, M.G., & McCaslin, E. (1983). All contexts are not created equal. Elementary School Journal, 83, 177-181.
11. 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.
12. Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. The American Educator, 25(1), 24-28.
13. Crain-Thoreson, C., Dale, P.S., & Philip, S. (1999). Enhancing linguistic performance:Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-39.
14. Corson, D. (1995). Using English words. Boston: Kluwer Academic.
15. Cunningham, A.E., & Stanovich, K.E. (1990). Assessing print exposure and orthographic processing skills in children: A quick measure of reading experience. Journal of Educational Psychology, 82, 733-740.
16. Cunningham, A.E., & Stanovich, K.E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83(2), 264-274.
17. Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
18. Cunningham, A.E., & Stanovich, K.E. (1998). What reading does for the mind. American Educator, 8-15.
19. Cunningham, A.E., & Stanovich, K.E. (2003). Reading matters: How reading English influences cognition. In J.Flood, D.Lapp, J.R.Squire, & J.M.Jensen (Eds.), Handbook of research on teaching the English language arts (pp. 666-675). Mahwah, NJ:Lawrence Erlbaum Associates.
20. Daneman, M., & Green, I. (1986). Individual differences in comprehending and producing words in context. Journal of Memory and Language, 25, 1-18.
21. Dickinson, D.K., & Smith, M.W. (1994). Long-term effects of preschool teachers' book reading on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29(2), 105-122.
22. Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24(2), 174-187.
23. Hall, V.C., Chiarello, K., & Edmondson, B. (1996). Deciding where knowledge comes from depends on where you look. Journal of Educational Psychology, 88, 305-313.
24. Hargrave, A.C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 75-90.
25. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Paul H.Brookes.
26. Hart, B., & Risley, T. (1999). The social world of children. Baltimore, MD: Paul H. Brookes.
27. Hayes, D.P. (1988). Speaking and writing: Distinct patterns of word choice. Journal of Memory and Language, 27, 572-585.
28. Hayes, D.P., & Ahrens, M. (1988). Vocabulary simplification for children: A special case of "motherese"? Journal of of Child Language, 15, 395-410.
29. Heath, S.B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, England: Cambridge University Press.
30. Juel, C. (1988). Learning to read and write: A longitudinal study of fifty-four children from first through fourth grade. Journal of Educational Psychology, 80, 437-447.
31. Juel, C., Griffith, P.L., & Gough, P.B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
32. Keats, E.J. (1962). The snowy day. New York: Scholastic.
33. Lewellen, M.J., Goldinger, S., Pisoni, D.B., & Greene, B. (1993). Lexical familiarity and processing efficiency: Individual differences in naming, lexical decision, and semantic categorization. Journal of Experimental Psychology: General, 122, 316-330.
34. Marshalek, B., Lohman, M., & Snow, C.E. (1981). Trait and process aspects of vocabulary knowledge and verbal ability. (Technical Report No. 15). Stanford, CA:Stanford University.
35. McKeown, M.G. (1985). The acquisition of word meaning from context by children of high and low ability. Reading Reseach Quarterly, 20(4), 482-495.
36. Nagy, W.E., & Anderson, R.C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
37. Nagy, W.E., Anderson, R.C., & Herman, P.A. (1987). Learning word meaning from context during normal reading. American Educational Research Journal, 24(2), 237-270.
38. Nagy, W.E., & Herman, P.A. (1985). Incidental vs. instructional approaches to increasing reading vocabulary. Educational Perspectives, 23(1), 16-21.
39. Nagy, W.E., Herman, P.A., & Anderson, R.C. (1985). Learning words from context. Reading Research Quarterly, 20(2), 233-253.
40. Ninio, A. (1980). Picture book reading in mother-infant dyads belonging to two subgroups in Israel. Child Development, 51, 587-590.
41. Robbins, C., & Ehri, L.C. (1994). Reading storybooks to kindergarteners helps them learn new vocabulary words. Journal of Educational Psychology, 86(1), 54-64.
42. Senechal, M. (1997). The differential effects of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Journal of Child Language, 24, 123-138.
43. Senechal, M., & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28(4), 361-374.
44. Senechal, M., LeFevre, J., Hudson, E., Lawson, E.P. (1996). Knowledge of storybooks as a predictor of young children's vocabulary. Journal of Educational Psychology, 88(3), 520-536.
45. Smith, F. (1989). Overselling literacy. Phi Delta Kappan, 70(5), 353-359.
46. Snow, C.E. (1983). Literacy and language: Relationship during preschool years. Havard Educational Review, 53, 165-189.
47. Snow, C.E., Barnes, W.S., Chandler, J., Goodman, I., & Hemphill, L. (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press.
48. Stahl, S. (1999). Vocabulary development. Newton, MA: Brookline Books.
49. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences for the individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
50. Stanovich, K.E. (1993). Does reading make you smarter? Literacy and the development of verbal intelligence. In H.Reese (Ed.), Advances in child development and behavior, 24, 133-180. San Diego, CA: Academic Press.
51. Stanovich, K.E. (2000). Progress in understanding reading. New York: The Guilford Press.
52. Stanovich, K.E., & Cunningham, A.E. (1992). Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure. Memory and Cognition, 20(1), 51-68.
53. Stanovich, K.E., & Cunningham, A.E. (1993). Where does knowledge come from? Associations between print exposure and information acquisition Journal of Educational Psychology, 85(2), 211-229.
54. Stanovich, K.E., & Cunningham, A.E. (2004). Influences from correlational data:Exploring associations with reading experience. In N.K.Duke & M.H.Mallette (Eds.), Literacy research methodologies (pp. 28-45). New York: Guilford Press.
55. Stanovich, K.E., Cunningham, A.E., & Feeman, D.J. (1984). Intelligence, cognitive skills, and early reading progress. Reading Research Quarterly, 19, 278-303.
56. Stanovich, K.E., & West, R.F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433.
57. Sternberg, R.J. (1987). Most vocabulary is learned from context. In M.G.McKeown & M.E.Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ:Lawrence Erlbaum Associates.
58. Sternberg, R.J., & Powell, J. (1983). Comprehending verbal comprehension. American Psychologist, 38, 878-893.
59. 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.
60. Walberg, H.J., & Tsai, S. (1983). Matthew effects in education. American Educational Research Journal, 20, 359-373.
61. Whitehurst, G.J., Arnold, D.S., Epstein, J.N., Angell, A.L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.
62. Whitehurst, G.J., Falco, F.L., Lonigan, C.J., Fischel, J.E., DeBaryshe, B.D., Valdez-Menchaca, M.C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552-559.