User:Eheiberg/sandbox
Vocabulary Development in School-Age Children[edit]
Once children have gained a level of vocabulary knowledge, new words and the development of that vocabulary is done through explanation using familiar, or "old" words. This is done either explicitly, in which a new word is defined using old words, or implicitly, in which the word is set in the context of old words so that the meaning of the new word is constrained. [1] Vocabulary development during the school years builds upon what the child already knows and therefore the child uses this knowledge to broaden his or her vocabulary, which differs from word learning in infants and toddlers. By the age of 5, children tend to have an expressive vocabulary of 2,100-2,200 words, which by age 6 expands to approximately 2,600 words of expressive vocabulary and a receptive vocabulary of 20,000-24,000 words. [2] During the first few years of life, children are mastering the meanings of concrete words (car, bottle, dog, cat). Once the child reaches school-age, this shifts to learning the meanings of abstract words (love, freedom, success). [3]
Reading and Vocabulary Development[edit]
Reading is considered to be foundational to vocabulary development for school-age children. From pre-school through the first few years of schooling, parents are encouraged to read to their child to help develop, at the least, the child's receptive vocabulary. [2] It is through reading that children tend to learn words from context, rather than explicit instruction. Reading is considered to be a key element of vocabulary development in school-age children.[4]
Memory and Vocabulary Development[edit]
Phonological memory[edit]
The phonology of words has proven to be beneficial to vocabulary development when children begin with school.[5] Once children have development a vocabulary knowledge, they utilize the sounds which they already know to learn new words. This view argues that phonological memory leads to further vocabulary development. [5]
Serial-order short-term memory[edit]
On the contrary, theorists of serial-order short-term memory(STM) consider serial-order STM to develop vocabulary.[6]
[7] [7] ==Reference== (Heading)
- ^ Baker,S. K., Simmons, D. C. & Kameenui, E. J. (1995). Vocabulary acquisition: Synthesis of the research. Technical Report No. 13. National Center to Improve the Tools of Educators: Eugene, OR.
- ^ a b Lorraine, S. (2008). Vocabulary development: Super duper handouts number 149. Super Duper Publications: Greenville, SC.
- ^ Nippold, M. (2004). Research on later language development:International perspectives In R. A. Berman (Ed.), Language Development Across Childhood and Adolescence (pp. 1-8). Amsterdam, NLD: John Benjamins Publishing Company.
- ^ Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 22, 233–253.
- ^ a b Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1992). Phonological memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887-898.
- ^ Leclercq, A., & Majerus, S. (2010). Serial-order short-term memory predicts vocabulary development: Evidence from a longitudinal study. Developmental Psychology, 46(2), 417-427.
- ^ a b APA Citation
- APA Citations - " "