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Sadoski, Mark; Lawrence, Beth – Educational Psychology Review, 2023
This article reviews the embodied theoretical basis for the meaningful learning of abstract vocabulary and reviews selected educational programs that are theoretically based and have both success and promise for abstract vocabulary development. Abstract vocabulary is a mainstay of academic vocabulary, but its nature and educational development are…
Descriptors: Vocabulary Development, Theory Practice Relationship, Neuropsychology, Psychometrics
Lawson-Adams, Jessica; Dickinson, David K. – Reading Research Quarterly, 2021
High-quality lexical representations are important for reading comprehension; however, prior research has focused primarily on the verbal aspects of these lexical representations. In this article, the authors argue for the importance of considering nonverbal representational elements of lexical knowledge and for more systematic attention to how…
Descriptors: Language Acquisition, Elementary School Students, Vocabulary, Nonverbal Learning
Lahti-Nuuttila, Pekka; Laasonen, Marja; Smolander, Sini; Kunnari, Sari; Arkkila, Eva; Service, Elisabet – International Journal of Language & Communication Disorders, 2021
Background: The role of domain-general short-term memory (STM) in language development remains controversial. A previous finding from the HelSLI study on children with developmental language disorder (DLD) suggested that not only verbal but also non-verbal STM for temporal order is related to language acquisition in monolingual children with DLD.…
Descriptors: Language Acquisition, Bilingual Students, Preschool Children, Developmental Disabilities
Hearing Matters More than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability
Qi, Zhenghan; Sanchez Araujo, Yoel; Georgan, Wendy C.; Gabrieli, John D. E.; Arciuli, Joanne – Scientific Studies of Reading, 2019
There is growing interest in the link between implicit statistical learning (SL) and reading ability. Although learning to read involves both auditory and visual modalities, it is not known whether reading skills might be more strongly associated with auditory SL or visual SL. Here we assessed SL across both modalities in 36 typically developing…
Descriptors: Children, Adolescents, Adults, Reading Ability
West, Gillian; Vadillo, Miguel A.; Shanks, David R.; Hulme, Charles – Developmental Science, 2018
Impaired procedural learning has been suggested as a possible cause of developmental dyslexia (DD) and specific language impairment (SLI). This study examined the relationship between measures of verbal and non-verbal implicit and explicit learning and measures of language, literacy and arithmetic attainment in a large sample of 7 to 8-year-old…
Descriptors: Dyslexia, Language Impairments, Young Children, Verbal Learning