Nonword repetition and word learning: The nature of the relationship

By Susan E. Gathercole *. Applied Psycholinguistics, 2006

898 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b355ec6d3d731f86beb8c300955c7b6c2ff97d2e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Kate Nation
2. Z. Wen
3. Michael Harrington
4. L. French
5. Judit Kormos
6. I. O’Brien
7. J. Paradis
8. Alan Juffs

In Developmental and Educational Psychology

1. Kate Nation
2. Michael Harrington
3. Alan Juffs
4. Judit Kormos
5. Z. Wen
6. E. Geva
7. Fataneh Farnia
8. M. Snowling

Citations in the corpus

• Cognitive correlates of vocabulary growth in English language learners (2011, methodology): “In general, research on vocabulary development in English-speaking monolingual children has focused on young children either before or at the onset of formal schooling (e.g., Gathercole, Service, Hitch, Adams, & Martin, 1999; Gathercole, Willis, & Baddeley, 1991; Gray, 2006; Majerus, Poncelet, Greff”
• Contribution of Phonemic Segmentation Instruction With Letters and Articulation Pictures to Word Reading and Spelling in Beginners (2011, methodology): “This was examined by including an oral nonword repetition task (Gathercole, 2006).”
• Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning (2014, background): “Gathercole (2006) suggested that superior phonological working memory for novel words explains why good readers are better at building their vocabularies than poor readers.”
• Working memory and language learning: A review (2017, background): “According to Gathercole (2006), the ability to hold novel phonological forms in working memory is especially important to the formation of new words during the early stages of language acquisition for both native and foreign language learning.”
• Effects of Classroom Acoustics on Performance and Well-Being in Elementary School Children: A Field Study (2010, background): “The ability to hold verbal items in short-term memory is a predictor of a child’s vocabulary range (Baddeley, Gathercole, & Papagno, 1998; Bowey, 2001; Gathercole, 2006; Gathercole, Briscoe, Thorn, & Tiffany, 2008) and is significantly associated with expressive language abilities (Adams & Gathercol”
• Phonological memory and children's second language grammar learning (2008, background): “Baddeley’s phonological memory framework suggests that it is the quality of temporary phonological storage in short-term memory that determines individuals’ phonological memory ability (Baddeley et al., 1998; Gathercole, 2006).”
• Foreign language aptitude theory: Yesterday, today and tomorrow (2016, methodology): “the digit span, the non-word repetition span task (Gathercole 2006)) and their central executive indexed by the complex version of a memory span task (e.”
• Individual differences in working memory and processing speed predict anticipatory spoken language processing in the visual world (2016, neutral): “Others have referred to this task as indexing phonological storage (e.g. Gathercole, 2006), phonological buffer capacity (Bates, Luciano, Montgomery, Wright, & Martin, 2011), or phonological working memory (Gathercole, Willis, Baddeley, & Emslie, 1994; McGettigan et al., 2011).”
• Individual differences in child English second language acquisition Comparing child-internal and child-external factors (2011, background): “…variation in phonological short term memory abilities is predictive of both L1 and L2 acquisition, and is thus a key component of language aptitude (Gathercole, 2006; Masoura & Gathercole, 1999); however, it needs to be acknowledged that children’s phonological memory abilities when measured…”
• Dissecting the relationship between language skills and learning to read: Semantic and phonological contributions to new vocabulary learning in children with poor reading comprehension (2007, background): “This view contrasts somewhat with the theoretical position of Gathercole (2006) which focuses on the role of phonological storage in new word learning and posits that limited storage capacity (as indexed by poor non-word repetition) places a constraint on vocabulary acquisition.”
• Growth and predictors of change in English language learners' reading comprehension (2013, methodology): “The unique contribution of these two variables to reading comprehension indicates that although these two variables are independent from one another, similar underlying cognitive process may drive the association of these constructs with reading comprehension (e.g., Bishop, 2006; Gathercole, 2006).”
• Phonological short-term memory, working memory and foreign language performance in intensive language learning * (2008, methodology): “We selected the non-word span test because of its attested validity in assessing phonological shortterm memory capacity (Baddeley, 2003; Gathercole, 2006).”
• The interface between bilingual development and specific language impairment (2010, background): “Researchers have found children with SLI to have deficits compared to their unaffected peers in working memory (Ellis Weismer, Evans, & Hesketh, 1999; Gathercole, 2006), in speed of processing/reaction time (Miller, Kail, Leonard, & Tomblin, 2001), or both (Leonard et al.”
• Aspects of working memory in L2 learning (2011, background): “The non-words can conform to the phonotactic rules of the language or include sounds that are not in the language (Gathercole 2006).”