The detailed age trajectory of oral vocabulary knowledge: differences by class and race

By George Farkas, Kurt J. Beron. 2004

449 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b2de1a078c97091e59c525e0d6048f7415dc3aec

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster‐Randomized Trial (2011, background): “Students’ knowledge of words and their mean-ings play an essential role in reading proficiency (Cain, Oakhill, Barnes, & Bryant, 2001; Farkas & Beron, 2004).”
Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories (2015, background): “One of the most important parent–child interactions, and frequently researched area, pertains to the quantity and quality of language and literacy activities in the home (Farkas & Beron, 2004; Hart & Risley, 1995).”
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay (2011, background): “…most at risk of early oral language and vocabulary delay come from lower-income homes in which socioeconomics may disadvantage children’s educational and experiential opportunities before they enter school (Farkas & Beron, 2004; Hargrave & Sénéchal, 2000; Hart & Risley, 1995; McLoyd, 1998).”
Parenting and Academic Achievement (2011, background): “, DiMaggio 1982; Dumais 2002, 2006; Farkas et al. 1990). When studies in this tradition use test scores as outcomes, they conceptualize them as indicators of cognitive skills (e.g., Bodovski and Farkas 2008; Cheadle 2008; Farkas and Beron 2004; Sullivan 2001). Some scholars have questioned the disti”
TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning. (2013, background): “A great deal of research on child development, especially in the United States, also has highlighted the importance of home literacy environments that stimulate the development of the child’s cognitive and language skills (e.g., Farkas & Beron, 2004).”
Home literacy environments and children's reading performance: a comparative study of 25 countries (2008, background): “Although not directly influenced by cultural capital theory, a great deal of research on child development especially in the USA has also highlighted the importance of home literacy environments that stimulate the development of the child's cognitive and language skills (Bradley, 1985 ; Farkas & Be”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “In their National Longitudinal Survey of Youth 1979 Cohort analysis of age-trajectory vocabulary growth, Farkas and Beron (2004) found that vocabulary accelerates rapidly during preschool ages of 0 to 5.”
A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development (2012, unknown): “…a child’s ability to learn to read and succeed in school is vocabulary size at kindergarten entry (Anderson & Freebody, 1981; Cunningham & Stanovich, 1997; Duncan, Yeung, Brooks-Gunn, & Smith, 1998; Durham, Farkas, Hammer, Tomblin, & Catts, 2007; Farkas & Beron, 2004; Snow, Burns, & Griffin, 1998).”
Poverty and family structure effects on children's mathematics achievement: Estimates from random and fixed effects models (2009, background): “These large and significant effects for the mathematics test-score intercept are consistent with prior findings regarding the powerful effects of these variables on cognitive growth in the preschool period (Duncan & Brooks-Gunn, 1997; Farkas & Beron, 2004; Phillips et al., 1998).”
Why poor children are more likely to become poor readers: the early years (2014, background): “…is also some evidence that the expressive vocabulary of children as young as two years old is predictive of their language and reading skills up to Grade 5 (Lee 2011), and that the predictive power of vocabulary growth at age three extends to children at the age of 13 years (Farkas and Beron 2004).”