Vocabulary Development of English‐Language and English‐Only Learners in Kindergarten

By R. Silverman. The Elementary school journal, 2007

201 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7e7aaf90a94769cdc51186768c169ec4955292b0

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Citations in the corpus

Advancing Early Literacy Learning for All Children (2010, background): “Overemphasizing decoding skills and minimizing the role of oral language in literacy development is problematic for all young children and consequential for DLLs, as their need for deep knowledge of words (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Verhallen & Schoonen, 1998) is addressed by ”
The Importance of Early Vocabulary for Literacy Achievement in High-Poverty Schools (2008, background): “New approaches to vocabulary instruction for young children, however, can complement the growing emphasis on decoding skills in many urban preschools and kindergartens (De Temple & Snow, 2003; Jordan, Snow, & Porche, 2000; Schwanenflugel et al., 2005; Silverman, 2007).”
Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “Examples of successful scaffolding techniques include creating opportunities for children to act out meanings of words and using visual aids to illustrate the meanings of words in contexts beyond those in which the words were introduced (Silverman, 2007); using pictures to build students’ early phon”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, methodology): “For example, Silverman (2007a) developed a multidimensional vocabulary program that used supplemental verbal explanations, gestures and facial expressions to clarify word meanings, and opportunities for children to repeatedly say words aloud so they that establish phonological representation of the…”
Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders (2011, background): “Indeed, among monolingual English speakers, this research has sparked significant intervention efforts targeting vocabulary improvement, yielding considerable information about the nature and quality of effective vocabulary instruction (see, e.g., Beck, McKeown, & Kucan, 2002; Graves, 2006, 2009; Na”
The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade (2009, background): “This includes comparing, contrasting, and connecting word meanings and relating new words to children’s background knowledge and to new and varied contexts beyond the book in which the word appeared (Beck & McKeown, 2007; Dickinson & Smith, 1994; Hargrave & Sénéchal, 2000; Penno et al., 2002; Silver”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “There have been a number of recent intervention studies evaluating vocabulary instruction in kindergarten and first grade (Beck & McKeown, 2007; Biemiller & Boote, 2006; Coyne, McCoach, Loftus, Zipoli, & Kapp, 2009; Justice, Meier, & Walpole, 2005; Silverman, 2007).”
Promoting Language and Literacy in Young Dual Language Learners: Research, Practice, and Policy (2011, background): “meanings explicitly in different linguistic contexts, with repetition and multiple opportunities to use the words (Collins, 2005; Silverman, 2007).”