Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction

By Isabel L. Beck, Margaret G. McKeown. The Elementary school journal, 2007

720 citations recorded by the source corpus.

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Citations in the corpus

Cognitive correlates of vocabulary growth in English language learners (2011, unknown): “…2006; Majerus, Poncelet, Greffe, & Van der © Cambridge University Press 2011 0142-7164/11 $15.00 Linden, 2006; Metsala, 1999) and on vocabulary development in children with language impairment (e.g., Archibald & Gathercole, 2006b; Beck & McKeown, 2007; Gathercole, Willis, Emslie, & Baddeley, 1992).”
Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability (2014, background): “…common instructional activity hat is often used in home and early childhood education environ- ents for targeting and teaching the critical language and literacy kills discussed above (Beck & McKeown, 2007; Biemiller & Boote, 006; Gonzalez et al., 2011; Justice, Meier, & Walpole, 2005; NELP, 008).”
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties (2010, background): “Several researchers have successfully employed a within-subjects design to examine vocabulary intervention effects (Beck & McKeown, 2007; Coyne et al., 2007; Coyne et al., 2009).”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “A growing body of evidence suggests that direct and extended vocabulary instruction enables young students to learn the meanings of sophisticated vocabulary (Beck & McKeown, 2007; Biemiller & Boote, 2006).”
Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster‐Randomized Trial (2011, background): “Numerous studies have reported the paucity of vocabulary instruction Reading Research Quarterly • 46(3)252 in school curricula (Beck & McKeown, 2007; Biemiller, 2006; Juel, Biancarosa, Coker, & Deffes, 2003).”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “…teaching in kindergarten more closely resembled Durkin’s (1978-1979) notion of mentioning, brief snippets of partial meaning, rather than the rich or multidimensional instruction described in vocabulary intervention studies focused on depth of word learning (Beck & McKeown, 2007, Silverman, 2007).”
Academic vocabulary and middle school English learners: an intervention study (2009, background): “Many vocabulary studies have demonstrated that students make gains on measures aligned with the instruction (Baumann, Edwards, Boland, Olejnik, & Kame’enui, 2003; Beck & McKeown, 2007; Bos & Anders, 1990; Nash & Snowling, 2006; Stahl et al., 1990).”
The language of play: developing preschool vocabulary through play following shared book-reading (2018, methodology): “Yes, he looked around for a book on how to ﬁght knights; he rummaged around in his box for a book.”
Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies (2011, background): “• Invest the bulk of vocabulary instruction time in Tier 2 words—those that represent complex concepts and are in wide use in spoken and written language (Beck and McKeown 2007).”
The Effects of Vocabulary Intervention on Young Children’s Word Learning (2010, background): “Vocabulary is at the heart of oral language comprehension and sets the foundation for domain-specific knowledge and later reading comprehension (Beck & McKeown, 2007; Snow, Burns, & Griffin, 1998).”
Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research (2013, background): “vocabulary gap for students from differing backgrounds, it is crucial to focus systematically on vocabulary expansion at a younger age (Beck and McKeown 2007; Harris et al. 2011; Jalongo and Sobolak 2011; Neuman and Dwyer 2009; Torr and Scott 2006).”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, methodology): “Despite its recognized importance for reading performance, there has been limited attention to vocabulary intervention in the early years (Beck & McKeown, 2007).”
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “Studies were excluded when the reading sessions were not the main focus, but book reading motivated teaching vocabulary (e.g., Ard & Beverly, 2004; Beck & McKeown, 2007; Biemiller & Boote, 2006; Collins, 2005; Elley, 1989; Justice, Meier, & Walpole, 2005; Penno, Wilkinson, & Moore, 2002; Sénéchal,…”
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay (2011, background): “Although teaching Tier II words is important, learning these words may have smaller effects when young children do not have a strong language base (Beck & McKeown, 2007); teachers must therefore build a strong oral language foundation in conjunction with providing opportunities to learn words.”