Nonword repetition and young children's receptive vocabulary: A longitudinal study

By J. Bowey. Applied Psycholinguistics, 2001

202 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0b3dd719551c6ce37e151966279fdd3ee6d328d7

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Cognitive correlates of vocabulary growth in English language learners (2011, background): “, Bowey, 2001; Griffiths & Snowling, 2002; Metsala, 1999). Others argue that phonological short-term memory is responsible for the quality of phonological storage and representation in memory, whereas PA taps awareness of the representation of phonological forms of a given language (e.g., Windfuhr &”
Metalinguistic skills and vocabulary knowledge in Chinese (L1) and English (L2) (2006, background): “There are a variety of studies that have documented the importance of various phonological processing variables for explaining variance in English vocabulary knowledge among native English speaking children (Avons, Wragg, Cupples, Lovegrove, & William, 1998; Bowey, 2001; Gathercole et al., 1992; M”
The role of morphological awareness in children's vocabulary acquisition in English (2005, background): “Given that phonological processing skills are strong predictors of vocabulary skill across several studies (e.g., Avons et al., 1998; Bowey, 2001), morphological awareness might be linked to vocabulary skill only through its shared variance with phonological processing skills.”
Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007, background): “…representations of words in memory varies, and vocabulary skills have MODELING PHONOLOGICAL AWARENESS 75 also been found to be predicted by both PA (e.g., Bowey, 2001; McBride-Chang, Wagner, Muse, Chow, & Shu, 2005) and phonological memory (e.g., Gathercole, Willis, Emslie, & Baddeley, 1992).”
Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners (2006, background): “Most studies, and certainly the studies cited above, have used nonword repetition as the measure of PM. Serial nonword recognition, the task used in the present study, is thought to primarily involve phonological storage (Baddeley, 2003), whereas nonword repetition involves at the very least both ph”
What's in a word?: Morphological awareness and vocabulary knowledge in three languages (2008, unknown): “Perhaps the most important of these were measures of phonological sensitivity (Bowey, 2001), because these measures have been clearly linked to vocabulary acquisition in previous studies of English vocabulary growth (Avons et al.”
Phonological memory and children's second language grammar learning (2008, background): “Although other processes such as phonological awareness or general phonological skill (Bowey, 2001) are also involved in the repetition of nonwords, strong correlations have been found between nonword repetition and conventional tests of phonological short-term memory such as digit span requiring…”
Effects of Classroom Acoustics on Performance and Well-Being in Elementary School Children: A Field Study (2010, background): “The ability to hold verbal items in short-term memory is a predictor of a child’s vocabulary range (Baddeley, Gathercole, & Papagno, 1998; Bowey, 2001; Gathercole, 2006; Gathercole, Briscoe, Thorn, & Tiffany, 2008) and is significantly associated with expressive language abilities (Adams & Gathercol”
Nonword repetition and word learning: The nature of the relationship (2006, background): “Such claims, particularly related to typically developing children, are supported by findings that measures of phonological awareness such as rhyme, detection, phoneme detection, and phoneme deletion are also highly associated with vocabulary knowledge (Bowey, 1996, 2001; Metsala, 1999).”