Size and Sequence in Vocabulary Development: Implications for Choosing Words for Primary Grade Vocabulary Instruction.

By A. Biemiller. 2005

168 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d1a8cfec37cbd8bfc8a3ce464140456a1c51d870

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Citations in the corpus

Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers. (2010, background): “Biemiller (2005) argues for the development of a stock of root words taken mainly from Dale and Chall’s Readability Index (1948).”
What's Meaning Got to Do With It: The Role of Vocabulary in Word Reading and Reading Comprehension (2006, background): “This is especially relevant given that early gaps in vocabulary persist throughout the elementary school years (Biemiller, 2005).”
Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “However, vocabulary is referred to as an unconstrained skill (Paris, 2005); during an individual’s lifetime, vocabulary knowledge expands infinitely (Biemiller, 2005).”
Vocabulary Growth and Reading Development across the Elementary School Years (2011, background): “Stability of vocabulary development has also been reported to become more strong as children become more literate (Biemiller, 2005; Biemiller & Slonim, 2001).”
Effects of morphological instruction on vocabulary acquisition (2010, background): “Evidence that teaching part of a morphological family transferred to words in that family that were not taught, would address the concerns emphasized by Biemiller (2005) and others regarding the quantity of vocabulary that students need to learn.”
Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. (2008, unknown): “Biemiller (2005); Hiebert (2005).”
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis (2009, background): “By the end of second grade, disadvantaged students can lag 2 years behind the average students in their class and 4 years behind students in the upper quartile (Biemiller, 2005).”
A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability (2010, background): “However, there is very little vocabulary instruction in the early primary grades (NICHD, 2000), and gaps between high-and low-vocabulary children tend to widen over the years (Biemiller, 2005; Coyne et al., 2004).”