Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction

Teaching and Learning Vocabulary: Bringing Research to Practice

Volumn , Issue , 2005, Pages 227-248

  Biemiller, Andrew ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84904772236     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410612922     Document Type: Chapter

References (25)

1. Anglin, J.M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, Serial No. 238, 58, 1-186.
2. Reals, D. (1997). Sources of support for learning words in conversation: Evidence from mealtimes. Child Language, 24, 673-694.
3. Biemiller, A. (1998). Oral vocabulary, word identification, and reading comprehension in English second language and English first language elementary school children. Paper presented at the annual conference of the Society for the Scientific Study of Reading, San Diego, CA.
4. Biemiller, A. (1999). Estimating vocabulary growth for ESL children with and without listening comprehension instruction. Paper presented at the annual conference of the American Educational Research Association, Montreal, Quebec.
5. Biemiller, A. (2001). The relationship between vocabulary assessed with picture vocabulary methodology, same words with sentence context method, root word inventory, and reading comprehension. Paper presented at the Society for the Scientific Study of Reading Conference, Boulder, CO.
6. Biemiller, A. (2003). Using stories to promote vocabulary. Paper presented at a symposium entitled Fostering Early Narrative Competency: Innovations in Instruction, International Reading Association, Orlando, FL.
7. Biemiller, A. & Boote, C. (submitted). An effective method for building vocabulary in primary grades. Manuscript submitted to the Journal of Educational Psychology.
8. 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.
9. Chall, J.S., Jacobs, V.A., and Baldwin, L.E. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
10. Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945.
11. Dale, E., & O'Rourke, J. (1981). The living word vocabulary. Chicago, Ill.: World Book/Childcraft International.
12. Dickinson, D.K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E.S., & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschoolaged children. Journal of Educational Psychology, 95, 465-481.
13. Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-186.
14. Foorman, B.R., Seals, L.M., Anthony, J., & Pollard-Durodola (in press). A vocabulary enrichment program for third and fourth grade African-American students:Description, implementation, and impact. In B.Foorman (Ed.) Preventing and remediating reading difficulties: Bringing science to scale. Timonium, MD: York Press.
15. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H.Brookes.
16. Hart, B., & Risley, T. (1999). The social world of children learning to talk. Baltimore:Paul H.Brookes.
17. Hazenberg, S., & Hulstijn, J.H. (1996). Defining a minimal receptive second-language vocabulary for non-native university students: An empirical investigation. Applied Linguistics, 17, 145-163.
18. Nagy, W.E., & Anderson, R. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304-330.
19. Nagy, W.E., & Scott, J.A. (2001). 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: Lawrence Erlbaum Associates.
20. National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child and Human Development.
21. Rinsland, H.D. (1947). A basic vocabulary of elementary school children. New York:Macmillan
22. Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities): Evidence, theory, and practice. In S.B.Neuman & D.Dickinson (Eds.), Handbook of early literacy research (pp. 97-110). New York: Guildford Press.
23. Senechal, M. (1997). The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary. Child Language, 24, 123-138.
24. Senechal, M., Thomas, E., & Monker, J.A. (1995). Individual differences in fouryear-olds' ability to learn new vocabulary. Journal of Educational Psychology, 87, 218-229.
25. White, T.G., Power, M.A., & White, S. (1989). Morphological analysis: Implications for teaching and understanding vocabulary growth. Reading Research Quarterly, 24, 283-304.