Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.

By A. Biemiller, N. Slonim. 2001

599 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7910d169a3c055f1a8d24577945c76c29011edee

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In Developmental and Educational Psychology

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Citations in the corpus

Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “Stability of vocabulary development has also been reported to become more strong as children become more literate ( Biemiller, 2005 ; Biemiller & Slonim, 2001 ).”
Age-of-acquisition ratings for 30,000 English words (2012, methodology): “They tested children from Grades 1, 2, 4, and 5 and estimated the number of words acquired from infancy to Grade 5 (see Tables 10 and 11 in Biemiller & Slonim, 2001).”
Vocabulary Instruction for the Struggling Reader (2005, unknown): “Vocabulary has been recognized as an important component of successful reading (Beimiller & Slonim, 2001 ; Chall, Jacobs, & Baldwin, 1990 ; Pinnell, Lyons, Deford, Byrk, & Seltzer, 1994 ).”
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, background): “Children enter school with significant differences in vocabulary knowledge (Hart & Risley, 1995) and these differences grow larger in the early grades (Biemiller & Slonim, 2001).”
Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “Disparities in children’s vocabulary, evident as early as preschool, persist into students’ later elementary and middle school years, with consequences for learning and success in school (e.g., Biemiller & Slonim, 2001; Hart & Risley, 1995; Proctor et al., 2005).”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “Although there is an ongoing discussion about the rate of vocabulary development, it appears that children in the primary grades add at least 2.2 new root words, on average, to their vocabulary in a day (Biemiller & Slonim, 2001), and this number may be as high as 9 (Carey, 1978).”
Effects of morphological instruction on vocabulary acquisition (2010, methodology): “We characterized the strategy of Biemiller et al. (Biemiller & Slonim, 2001; Biemiller & Boote, 2006) as the wide but shallow approach because it favors direct teaching of many words at the expense of rich, repeated instruction of words.”
Comparing vocabulary development in Spanish- and Chinese-speaking ELLs: the effects of metalinguistic and sociocultural factors (2012, background): “In English-speaking countries, children who are native speakers of English have already learned 5,000– 7,000 words by the time they enter primary school ( Biemiller & Slonim, 2001 ).”
Academic vocabulary and middle school English learners: an intervention study (2009, background): “Several studies have demonstrated the effectiveness of early literacy intervention with low-achieving students ( Biemiller & Slonim, 2001; D’Angiulli, Siegel, & Maggi, 2004), and other research has demonstrated the efficacy of interactive strategies for vocabulary development (Bos & Anders, 1990).”
Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. (2007, background): “Biemiller and Slonim (2001) reported that students who were behind in vocabulary knowledge in third grade would remain behind throughout the duration of their schooling.”
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction (2007, background): “…evident early in children’s lives and their consequences for subsequent literacy growth, there is an emerging consensus that schools need to focus on enhancing children’s vocabulary from the beginning of schooling (Biemiller & Slonim, 2001; Coyne, Simmons, Kame’enui, & Stoolmiller, 2004).”
VOCABULARY: NEEDED IF MORE CHILDREN ARE TO READ WELL (2003, methodology): “At any given point in vocabulary acquisition, a child is likely to be learning root words from about 2,000 to 3,000 words in a sequence of 13,000 to 15,000 words (Biemiller & Slonim, 2001).”
Vocabulary: A Critical Component of Comprehension (2005, background): “As early as grade two, students with poor vocabulary found it hard to catch up with average readers (Biemiller & Slonim, 2000).”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “These differences do not disappear as children move through school; they have been documented 332 Journal of Literacy Research 46(3) at the elementary school and middle school levels as well (Biemiller & Slonim, 2001; Chall, Jacobs, & Baldwin, 1990).”