Lexical input as related to children's vocabulary acquisition: effects of sophisticated exposure and support for meaning.

By Z. Weizman, Catherine E. Snow. Developmental Psychology, 2001

792 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/43eaf6b5d4d3f5d7653d27c26e73ee306e47c4b8

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In Developmental and Educational Psychology

Citations in the corpus

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts (2008, background): “…and quantity of teacher language use and children’s language skills (e.g., Huttenlocher, Vasilyeva, Cymerman, & Levine, 2002; Reese & Cox, 1999; Weizman & Snow, 2001), and experimental studies have shown that increases in teacher use of specific language structures or functions impact aspects…”
Language delays of impoverished preschool children in relation to early academic and emotion recognition skills (2011, positive): “…to child topic and child characteristics, and fewer adult scaffolding strategies that ease the child’s attention, processing, and learning (Evans, 2004; Hart & Risley, 1995; Huttenlocher, Haight, Bryk, Seltzer, & Lyon, 1991; Landry, Smith, Swank, Assel, & Vellet, 2001; Weizman & Snow, 2001).”
Maternal correlates of growth in toddler vocabulary production in low-income families. (2005, background): “Previous research, primarily with middle-class samples, has shown that both quantity and variety of verbal input are related to children’s vocabulary growth (Hart & Risley, 1995; Huttenlocher et al., 1991; Weizman & Snow, 2001).”
A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development (2012, methodology): “Rare words were identified using the same method described by Beals and colleagues (Beals & Tabors, 1995; Weizman & Snow, 2001): We started by removing all nondictionary words from the corpus of spoken parent words.”
Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities. (2011, methodology): “In one-on-one conversations, adults adjust the information they provide about words according to form class (Hall, Burns, & Pawluski, 2003) and their estimation of the likelihood that the child knows a word (Weizman & Snow, 2001).”
How Reading Books Fosters Language Development around the World (2012, background): “The children of parents who use such strategies have enhanced understanding of word meanings [84].”
Advances in Early Communication and Language Intervention (2011, methodology): “Generally, the strategies have been derived from (a) descriptions of the normative parent– child interactions (e.g., Weizman & Snow, 2001), (b) behavioral learning principles (Schreibman & Koegel, 2005), or (c) a hybrid of these (Kaiser, 1993).”
How children use input to acquire a lexicon. (2002, background): “That is an important finding, however, because within a language, the number of types and number of tokens tend to be highly correlated (e.g., Hart & Risley, 1992, 1995; Weizman & Snow, 2001).”