ERIC Number: EJ1200040
Record Type: Journal
Publication Date: 2019-Jan
Abstractor: As Provided
Success in Learning Similar-Sounding Words Predicts Vocabulary Depth above and beyond Vocabulary Breadth
Van Goch, Merel M.; Verhoeven, Ludo; McQueen, James M.
Journal of Child Language, v46 n1 p184-197 Jan 2019
In lexical development, the specificity of phonological representations is important. The ability to build phonologically specific lexical representations predicts the number of words a child knows (vocabulary breadth), but it is not clear if it also fosters how well words are known (vocabulary depth). Sixty-six children were studied in kindergarten (age 5;7) and first grade (age 6;8). The predictive value of the ability to learn phonologically similar new words, phoneme discrimination ability, and phonological awareness on vocabulary breadth and depth were assessed using hierarchical regression. Word learning explained unique variance in kindergarten and first-grade vocabulary depth, over the other phonological factors. It did not explain unique variance in vocabulary breadth. Furthermore, even after controlling for kindergarten vocabulary breadth, kindergarten word learning still explained unique variance in first-grade vocabulary depth. Skill in learning phonologically similar words appears to predict knowledge children have about what words mean.
Descriptors: Vocabulary Development, Prediction, Kindergarten, Grade 1, Elementary School Students, Language Acquisition, Phonological Awareness, Phonemes, Auditory Discrimination
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Authoring Institution: N/A