NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Reciprocal Relationships between Nonword Repetition and Vocabulary during the Preschool Years
Peer reviewed Peer reviewed
Direct linkDirect link
Verhagen, Josje; Boom, Jan; Mulder, Hanna; de Bree, Elise; Leseman, Paul – Developmental Psychology, 2019
The aim of this longitudinal study is to evaluate 3 views on the relationship between nonword repetition and vocabulary: (i) the storage-based view that considers nonword repetition, a measure of phonological storage, as the driving force behind vocabulary development, (ii) the lexical restructuring view that considers improvements in nonword…
Descriptors: Correlation, Word Recognition, Repetition, Vocabulary
The Genetic Architecture of Oral Language, Reading Fluency, and Reading Comprehension: A Twin Study from 7 to 16 Years
Peer reviewed Peer reviewed
Direct linkDirect link
Tosto, Maria G.; Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Prom-Wormley, Elizabeth; Dale, Philip S.; Plomin, Robert – Developmental Psychology, 2017
This study examines the genetic and environmental etiology underlying the development of oral language and reading skills, and the relationship between them, over a long period of developmental time spanning middle childhood and adolescence. It focuses particularly on the differential relationship between language and two different aspects of…
Descriptors: Twins, Genetics, Reading Fluency, Structural Equation Models
Reciprocal Relationship: Children's Morphological Awareness and Their Reading Accuracy across Grades 2 to 3
Peer reviewed Peer reviewed
Direct linkDirect link
Deacon, S. Helene; Benere, Jenna; Pasquarella, Adrian – Developmental Psychology, 2013
Across all the domains of child development, we need to understand the temporal relationship between variables suspected to underpin growth; reading research is no exception. We conducted a preliminary evaluation of the direction of the relationship between children's morphological awareness, or the awareness of and ability to manipulate the…
Descriptors: Accuracy, Early Reading, Phonological Awareness, Child Development
The Cognitive Reserve Hypothesis: A Longitudinal Examination of Age-Associated Declines in Reasoning and Processing Speed
Peer reviewed Peer reviewed
Direct linkDirect link
Tucker-Drob, Elliot M.; Johnson, Kathy E.; Jones, Richard N. – Developmental Psychology, 2009
The term cognitive reserve is frequently used to refer to the ubiquitous finding that, during later life, those higher in experiential resources (e.g., education, knowledge) exhibit higher levels of cognitive function. This observation may be the result of either experiential resources playing protective roles with respect to the cognitive…
Descriptors: Control Groups, Persistence, Vocabulary Development, Cognitive Processes
Pathways to Reading: The Role of Oral Language in the Transition to Reading
Peer reviewed Peer reviewed
Direct linkDirect link
Developmental Psychology, 2005
What is the role of oral language in reading competence during the transition to school? Is oral language in preschool best conceptualized as vocabulary knowledge or as more comprehensive language including grammar, vocabulary, and semantics? These questions were examined longitudinally using 1,137 children from the National Institute of Child…
Descriptors: Early Reading, Primary Education, Semantics, Grammar
Disentangling Early Language Development: Modeling Lexical and Grammatical Acquisition Using an Extension of Case-Study Methodology.
Peer reviewed Peer reviewed
Robinson, Byron F.; Mervis, Carolyn B. – Developmental Psychology, 1998
Used growth curves and dynamic-systems modeling to examine early lexical and grammatical development of one male child. Found that lexical development described a pattern of logistic growth. Plural growth began after reaching a threshold in vocabulary size. Lexical growth slowed as plural growth increased, and increased when plural use reached…
Descriptors: Case Studies, Child Language, Goodness of Fit, Grammar