Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability

By A. Walley, J. Metsala, Victoria M. Garlock. 2003

386 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7cb14792353a50a82911aed1bd808c77ed78543c

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Modeling the Early Paths of Phonological Awareness and Factors Supporting its Development in Children With and Without Familial Risk of Dyslexia (2007, background): “The lexical restructuring account assumes a process through which a child acquires the ability to gradually manipulate smaller sublexical phonological units, and which is strongly driven by the children's language experience reflecting both quantitative and qualitative features related to vocabulary”
Linguistic constraints on children's ability to isolate phonemes in Arabic (2007, background): “In contrast, the rime has been shown to play an important role in phonological and lexical development in English, because phonological neighborhood among English words is dominated by rime neighborhood (De Cara & Goswami, 2002; Goswami, 2000; Goswami & De Cara, 2000; Luce & Pisoni, 1998; Metsala, 1”
Vocabulary Is Important for Some, but Not All Reading Skills (2007, neutral): “The Lexical Restructuring Model proposed by Walley, Metsala, and Garlock (2003) specified a relation between vocabulary and word reading development, albeit an indirect one.”
The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context (2004, background): “These findings provide apparent counter evidence to the predictions of the lexical restructuring model (Metsala, 1999; Metsala & Walley, 1998; Walley, 1993; Walley et al., 2003), according to which the phonological analysis of words should be better than that of pseudo-words and the phonological ana”
The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills (2008, background): “For instance, vocabulary has been found to be correlated with phonological awareness in several studies of elementary school–aged children (eg, Dickinson et al, 2003 ; Walley, Metsala, & Garlock, 2003 ; Whitehurst & Lonigan, 2001 ).”
A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story (2010, background): “This is especially relevant given that lexical breadth has been proposed to be the important aspect that links vocabulary to phonological skills such as decoding ( Walley, Metsala, & Garlock, 2003 ).”