An effective method for building meaning vocabulary in primary grades

By A. Biemiller, Catherine Boote. 2006

747 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/03a4f00e719c834ff151e82c83f23d74b1de9534

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

Cognitive correlates of vocabulary growth in English language learners (2011, background): “…can ask whether there may be some unspecified upper limit to the amount of vocabulary that can be acquired within a given time frame, and that ELLs might be at capacity in terms of the number of new vocabulary items they can acquire in a given time (e.g., Biemiller, 1999; Biemiller & Boote, 2006).”
How Reading Books Fosters Language Development around the World (2012, background): “Direct teaching of word meanings has been found to speed acquisition in classrooms as well as in the home [56, 58, 89].”
A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story (2010, background): “Recent investigations (Ouellette, 2006; Ricketts et al., 2007; Senechal, Ouellette, & Rodney, 2006) also concur that oral vocabulary significantly predicts reading comprehension once word reading skills are more established, and intervention studies have repeatedly shown the importance of vocabulary”
Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster‐Randomized Trial (2011, methodology): “In short, these meta-analyses appear to support a growing concern voiced by a number of scholars (Beck & McKeown, 2007; Biemiller & Boote, 2006).”
Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice (2016, background): “In one study (14), different children learned different words from the same book reading, implying that a varied selection of target words helps.”
Vocabulary Development of English‐Language and English‐Only Learners in Kindergarten (2007, background): “Research on vocabulary instruction during read-alouds has converged on a set of characteristics that define effective vocabulary instruction (Beck & McKeown, 2001; Beck, McKeown, & Kucan, 2002; Biemiller & Boote, 2006; Coyne, Simmons, & Kame’enui, 2004; Dickinson & Smith, 1994).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “Large group book-reading sessions offer an especially promising opportunity for teachers to enhance children’s vocabulary skills, which are linked to later reading competence (Biemiller & Boote, 2006; Muter, Hulme, Snowling, & Stevenson, 2004).”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “Likewise, Biemiller and Boote (2006) summarized studies where children received a single storybook reading with onetime embedded explanations.”
Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “…drama and art activities, or a picture sequencing activity (Roberts & Neal, 2004); having students respond to questions using words from the story (Tharp, 1982); using choral repetition of target words (Silverman, 2007); and repeated reading that includes the target words (Biemiller & Boote, 2006).”
Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, background): “Although some controversy still exists about whether to prioritize depth or breadth in vocabulary instruction (Biemiller & Boote, 2006 ), vocabulary programs that have proven most effective in improving reading comprehension so far have been contextually rich, attentive to establishing deep meaning”
Speaking Out for Language (2010, background): “…the fact that early language learning abets more later language learning (reviewed by Dickinson & Freiberg, 2009; Penno, Wilkinson, & Moore, 2002) means that, for children at risk of educational failure, early and intensive language support is critical (Biemiller, 2006; Biemiller & Boote, 2006).”
Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System (2017, background): “Others (Biemiller & Boote, 2006) have argued for instruction that is shallow and wide.”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “…Perfetti, Pesetsky, & Seidenberg, 2001), specific reading comprehension strategies and how to teach them (National Reading Panel, 2000), and the contribution of students’ vocabulary (Beck, McKeown, & Kucan, 2002; Biemiller & Boote, 2006) and fluency (Therrien, 2004) to proficient reading skills.”