The Effects of Vocabulary Intervention on Young Children’s Word Learning

By L. Marulis, S. Neuman. 2010

661 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c540ef1f20b1484657f509a5801124afd21adbd3

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Reading and Language in the Early Grades (2016, neutral): “27 And, as is often the case in vocabulary evaluations, assessments designed by researchers showed larger gains than did standardized assessments.”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “The type of vocabulary instruction observed in kindergarten classrooms stands in contrast to more systematic instruction provided in effective vocabulary interventions for young children (Marulis & Neuman 2010, 2013).”
How Reading Books Fosters Language Development around the World (2012, background): “5 can be achieved for many such interventions, but effects may be greater for children with stronger vocabulary prior to the intervention [57] and children from higher SES families [107].”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, methodology): “Our previous meta-analysis (Marulis & Neuman, 2010), as well, reported stark differences between author-created and standardized assessments.”
Interactive Read-Alouds—An Avenue for Enhancing Children’s Language for Thinking and Understanding: A Review of Recent Research (2013, background): “Periodic review of vocabulary and ongoing monitoring of development are also essential elements of effective instruction (Beck et al. 2008; Blewitt et al. 2009; Kindle 2010, 2012; Marulis and Neuman 2010; Neuman 2011; Neuman and Dwyer 2009).”
Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension (2012, background): “Current meta-analyses confirm the effectiveness of vocabulary instruction for improving vocabulary, and with less magnitude, improving comprehension (Elleman, Lindo, Morphy & Compton, 2009; Marulis & Newman, 2010).”
Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, background): “Generally, standardized measures not constructed by the authors themselves are more distal and show smaller effects (Marulis & Neuman, 2010).”
Closing the 30 Million Word Gap: Next Steps in Designing Research to Inform Practice (2016, background): “For example, in a recent meta-analysis on vocabulary learning during book reading (39), some projects taught as few as 3–6 words for each book read, while others taught as many as 20 words per book read.”
Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature (2015, methodology): “When studies reported more than one outcome measure, we used the average of the outcomes, which ensures independence of data and is consistent with procedures used by other meta-analyses (Borenstein, Hedges, Higgins, & Rothstein, 2011; Marulis & Neuman, 2010).”
Supporting Kindergartners’ Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum (2017, result): “This finding further substantiates previous evidence (e.g., Marulis & Neuman, 2010) that young children from low-income backgrounds, who may arrive at school behind their more advantaged peers in vocabulary, learn sophisticated vocabulary when it is taught.”
Beyond Phonics: The Case for Teaching Children the Logic of the English Spelling System (2017, background): “Indeed, vocabulary instruction typically takes a different form altogether (Marulis & Neuman, 2010; Moore, Hammond, & Fetherston, 2014).”
How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, background): “Shared book reading, in which an adult reads a book aloud to one or more preliterate young children, is one of the most powerful classroom activities for teaching about vocabulary (Marulis & Neuman, 2010; Mol, Bus, de Jong, & Smeets, 2008; Wasik, Hindman, & Snell, 2016).”
Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013, background): “…for allowing preschool children to do so, direct instruction can be more effective at establishing these constraints for those children who are accustomed to schooling or who have already established a suite of ‘‘learning to learn’’ tools (see also Fuson & Burghardt, 2003; Marulis & Neuman, 2010).”