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1.
Vocabulary knowledge is strongly associated with reading achievement and becomes increasingly predictive of overall reading proficiency as children progress through the elementary grades. Children who are d/Deaf and hard of hearing often begin schooling with small meaning vocabularies, a disadvantage that puts them at risk of struggling to learn to read. Recent research on vocabulary intervention with young children who have typical hearing demonstrates the effectiveness of targeted, contextualized instruction on children's word learning and provides insights for early childhood educators of young d/Deaf and hard of hearing children. In the present essay, which is grounded in the qualitative similarity hypothesis (Paul, 2010, in press; Paul & Lee, 2010) and sociocultural theories of learning, the author argues for evidence-based vocabulary interventions for young d/Deaf and hard of hearing children that are rooted in the contemporary research literature.  相似文献   

2.
This study examined how child and family factors affect individual differences in the language development of African American children between 18 and 30 months of age. Participants were 87 African American children, primarily from low-income families. Children's vocabulary and grammatical skills were assessed at 18, 24, and 30 months of age using the short form of the MacArthur Communicative Development Inventory (CDI), a standardized parent report tool. Standardized language tests were administered repeatedly between 1 and 3 years of age. Results showed that children's vocabulary and utterance length grew linearly over time between 18 and 30 months of age. Children from more stimulating and responsive homes were reported to have larger vocabularies, to use more irregular nouns and verbs, and to use longer utterances, in addition to having more rapid rates of acquisition of irregular forms and longer utterances over time. Girls used longer utterances than boys and more irregular forms. Girls also had larger vocabularies in a secondary analysis that eliminated children whose parent report of their vocabulary was substantially lower than children's scores on a standardized language test. There are indications that some parents may be under-reporting their children's early vocabulary and grammatical development, with a high proportion of the parents reporting their child's 30 month vocabulary and grammatical development as being at or below the 10th percentile according to the CDI norms.  相似文献   

3.
This paper reports evidence from a longitudinal study in which children's attention to shape in a laboratory task of artificial noun learning was correlated with a rate shift in noun acquisitions. Eight children were tested in the laboratory at 3-week intervals beginning when they had less than 25 nouns in their productive vocabulary (M age=17 months). Children were presented with a novel word generalization task at each session. Additionally, the study examined the kinds of words the children learned early, based on parent reports, and the statistical regularities inherent in those vocabularies. The results indicate that as children learned nouns, they also learned to attend to shape in the novel word task. At the same time, children showed an acceleration in new noun production outside of the laboratory.  相似文献   

4.
This study examined low-income, Spanish-speaking, immigrant Latina mothers' book sharing behaviors in relation to their children's vocabulary. Participants were 47 3-year-old children and their mothers. We addressed two research questions: (a) What interactive behaviors are evident when low-income immigrant Latina mothers and their 3-year-old children look at books together? (b) For these children and their mothers, which book-sharing behaviors are related to children's expressive language? Overall, our results indicated that mothers were involved in several kinds of interactions with the books. They enhanced their children's attention to the printed text, promoted interaction or conversation with their children about what was in the books, and somewhat less often, used more complex literacy strategies. Mothers who did these things most had children with the largest vocabularies even when mothers' vocabulary was taken into account. Implications for designing interventions for similar families are discussed.  相似文献   

5.
In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies.  相似文献   

6.
Putting the "Noun Bias" in Context: A Comparison of English and Mandarin   总被引：1，自引：0，他引：1  
Recently, researchers have been debating whether children exhibit a universal "noun bias" when learning a first language. The present study compares the proportions of nouns and verbs in the early vocabularies of 24 English- and 24 Mandarin-speaking toddlers ( M age = 20 months) and their mothers. Three different methods were used to measure the proportion of noun types, relative to verb types: controlled observations in three contexts (book reading, mechanical toy play, regular toy play), identical across languages; a vocabulary checklist (MacArthur Communicative Development Inventory); and mothers' reporting of their children's "first words." Across all measures, Mandarin-speaking children were found to have relatively fewer nouns and more verbs than English-speaking children. However, context itself played an important role in the proportions of nouns found in children's vocabularies, such that, regardless of the language spoken, children's vocabularies appeared dominated by nouns when they were engaged in book reading, but not when they were playing with toys. Mothers' speech to children showed the same language differences (relatively more verbs in Mandarin), although both Mandarin- and English-speaking mothers produced relatively more verbs than their children. In sum, whether or not language-learning toddlers demonstrate a "noun bias" depends on a variety of factors, including the methods by which their vocabularies are sampled and the contexts in which observations occur.  相似文献   

7.
This longitudinal study examined growth in the English productive vocabularies of bilingual and monolingual children between ages 24 and 36 months and explored the utility and validity of supplementing parent reports with teacher reports to improve the estimation of children's vocabulary. Low-income, English-speaking and English/Spanish-speaking parents and Early Head Start and Head Start program teachers completed the MacArthur–Bates Communicative Development Inventory, Words and Sentences for 85 children. Results indicate faster growth rates for monolingual than for bilingual children and larger vocabularies for bilingual children who spoke mostly English than mostly Spanish at home. Parent–teacher composite reports, like parent reports, significantly related to children's directly assessed productive vocabulary at ages 30 and 36 months, but parent reports fit the model better. Implications for vocabulary assessment are discussed.  相似文献   

8.
Individual differences in young children's social cognition were examined in 128 urban preschoolers from a wide range of backgrounds. comprehensive assessments were made of children's false-belief understanding, emotion understanding, language abilities, and family background information was collected via parent interview. Individual differences in children's understanding of false-belief and emotion were associated with differences in language ability and with certain aspects of family background, in particular, parental occupational class and mothers' education. The number of siblings that children had did not relate to their social cognition. Individual differences in false-belief and emotion understanding were correlated, but these domains did not contribute to each other independently of age, language ability, and family background. In fact, variance in family background only contributed uniquely to false-belief understanding. The results suggest that family background has a significant impact on the development of theory of mind. The findings also suggest that understanding of false-belief and understanding of emotion may be distinct aspects of social cognition in young children.  相似文献   

9.
The aim of this study was to analyse the role of verbal and visuo-spatial working memory (WM) and language skills (vocabulary, listening comprehension) in predicting preschool and kindergarten-aged children’s ability to solve mathematical word problems presented orally. The participants were 116 Finnish-speaking children aged 4–7?years. The results showed that verbal WM (VWM) did not have a direct effect on word problems in young children but was indirectly related to word problems through vocabulary and listening comprehension. These results suggest that in young children, VWM resources support language skills which, furthermore, contribute to variation in solving orally presented word problems. The results also showed that visuo-spatial WM had a direct effect on performance in word problems, suggesting that it plays an important role in word problem solving among this age group.  相似文献   

10.
When solving word problems, many children encounter difficulties in making sense of the information and integrate it into a meaningful schema. This is the fundamental phase on which subsequent problem solution depends. To better understand the processing underlying this fundamental phase, this study examined the roles of schema construction and knowledge of mathematical vocabularies in word problem solving. The participants were 139 Chinese third graders studying in Hong Kong. Path analysis showed that there were two kinds of pathways to word problem solving: language-related and number-related. In particular, reading fluency was related to word problem solving in two mediated language-related pathways: one via schema construction, the other via knowledge of mathematical vocabularies. In the number-related pathway, arithmetic concept was related to word problem solving via knowledge of mathematical vocabularies. These findings highlight the specific roles of schema construction and mathematical vocabulary in word problem solving, thereby providing useful implications of how best to support children in understanding and integrating the information from the problem.  相似文献   

11.
In this study, we performed a fine grained analysis of writing by children with a specific language impairment (SLI) and examined the contribution of oral language, phonological short-term memory (STM), nonverbal ability, and word reading to three writing constructs (productivity, complexity and accuracy). Forty-six children with SLI were compared with 42 children matched for chronological age, receptive vocabulary (N = 46) and reading decoding (N = 46) on a measure of narrative writing. The SLI group performed worse on all measures compared to children of a similar chronological age. The SLI group produced a greater proportion of orthographic spelling errors than children with similar receptive vocabularies, but were comparable to children matched for reading decoding. The children with SLI showed specific difficulties in the omission of whole words (e.g. auxiliary verbs and subject nouns) and omissions of grammatical morphology (e.g. past tense—ed) reflecting the difficulties shown in their oral language. Receptive grammar made a significant contribution to writing complexity and accuracy. Phonological fluency contributed to writing productivity, such as the production of diverse vocabulary, ideas and content and writing fluency. Phonological STM and word reading explained additional variance in writing accuracy over and above the SLI group’s oral language skills.  相似文献   

12.
It is unclear how children develop the ability to learn words incidentally (i.e., without direct instruction or numerous exposures). This investigation examined the early achievement of this skill by longitudinally tracking the expressive vocabulary and incidental word-learning capacities of a hearing child of Deaf adults who was natively learning American Sign Language (ASL) and spoken English. Despite receiving only 20% of language input in spoken English, the child's expressive vocabularies at 16 and 20 months of age, in each language, were similar to those of monolingual age-matched peers. At 16 months of age, the child showed signs of greater proficiency in the incidental learning of novel ASL signs than she did for spoken English words. At 20 months of age, the child was skilled at incidental word learning in both languages. These results support the methodology as it applies to examining theoretical models of incidental word learning. They also suggest that bilingual children can achieve typical vocabulary levels (even with minimal input in one of the languages) and that the development of incidental word learning follows a similar trajectory in ASL and spoken English.  相似文献   

13.
Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably.  相似文献   

14.
The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cognitive load in e-learning environments, and show that children's learning processes are hindered by limited working memory. This finding implies a challenge for multimedia programmes designed for children and based on self-regulated learning.  相似文献   

15.
Studies using the English and Spanish MacArthur Communicative Development Inventories demonstrated that the grammatical abilities of 20-30-month-old bilingual children were related more strongly to same-language vocabulary development than to broader lexical-conceptual development or maturation. First, proportions of different word types in each language varied with same-language vocabulary size. Second, individual changes in predicate and closed class word proportion scores were linked to growth in same-language vocabulary but not to total conceptual vocabulary. Third, increases in English utterance length and English and Spanish sentence complexity were related to growth in same-language vocabulary but not to growth in conceptual vocabulary. Increases in Spanish utterance length were linked to growth in both Spanish vocabulary and conceptual vocabulary. Possible mechanisms underlying these patterns are considered.  相似文献   

16.
In four experiments with three-year-olds (N = 67), we investigate children's understanding of the differential importance of shape for categorization of solid rigid objects with fixed shapes and solid but deformable objects with shapes that can be changed. In a non-naming task we find that young children categorize rigid and deformable things differently and know that material is important for deformable things and shape for rigid things. In two naming tasks, however, children generalize names for both solid and deformable objects by shape similarity and disregard rigidity. To understand this pattern of results we examine a corpus of early-learned nouns and the kinds of rigid and nonrigid things named by nouns in that corpus. The results suggest that names for categories of solid, rigid objects in which instances are similar in shape dominate children's early noun vocabularies. We suggest that children's novel word generalizations for deformable things may be overgeneralizations of this dominant pattern.  相似文献   

17.
Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.  相似文献   

18.
This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences.  相似文献   

19.
Hoff E 《Child development》2003,74(5):1368-1378
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20.
This study investigated (1) the role of syllable awareness in word reading and spelling after accounting for the effects of print-related skills (letter-name and letter-sound knowledge, and rapid serial naming), and (2) unique contributions of orthographic, semantic (vocabulary and morphological awareness), phonological, and print-related predictors to word reading and spelling for 4- and 5-year old Korean-speaking children (N = 168). Syllable awareness was found to be positively related to word reading and spelling after accounting for print-related skills and phoneme awareness. Letter-name knowledge and orthographic awareness were uniquely related to word reading and spelling after accounting for other language and literacy-related skills. In addition, phoneme awareness was uniquely related to spelling whereas rapid serial naming was uniquely related to word reading, after accounting for other language and literacy-related skills. Semantic knowledge such as vocabulary and morphological awareness were not related to either word reading or spelling after accounting for other language and literacy-related skills. Word reading and spelling remained uniquely and positively related to each other. These findings are discussed in light of crosslinguistic variation in early literacy acquisition.  相似文献   

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