Although statistical learning (SL) has been studied extensively in developmental dyslexia (DD), less attention has been paid to other fundamental challenges in language acquisition, such as cross-situational word learning. Such investigation is important for determining whether and how SL processes are affected in DD at the word level. In this…

This study set out to investigate the relationship between L2 vocabulary knowledge (VK) and second-language (L2) reading/listening comprehension. More than 100 individual studies were included in this meta-analysis, which generated 276 effect sizes from a sample of almost 21,000 learners. The current meta-analysis had several major findings.…

Testing the breadth and depth of vocabulary knowledge is needed to see its effect on the vocabulary size of EFL students. The study aims to know at the relationship between the breadth and depth of vocabulary knowledge and the vocabulary size of EFL students. This research was conducted in the 8th grade of Trimulia Junior High School Jakarta. This…

Literacy exposure checklists that assess parental picture book knowledge (Parental Title Checklist [PTC] and Parental Author Checklist [PAC]) have been developed as proxy measures for literacy environments. Although previous research suggests that parental picture book knowledge is a strong predictor of language skills for preschoolers older than…

Deaf and hard of hearing (DHH) students face great challenges in becoming proficient readers. Vocabulary knowledge is consistently considered to be an important factor affecting DHH students' reading ability. However, the mechanism that underlies the relationship between vocabulary knowledge and reading comprehension in DHH students remains…

In recent years, there has been increasing debate and research regarding which modality of vocabulary knowledge has the strongest correlation to reading, with particular focus on distinctions between testing L2 form and L2 meaning, and between recall of answers from memory and recognition of answers from fixed options. However, relatively little…

This paper is a report on the study of the relationship between foreign/second language (L2) motivation and vocabulary knowledge. The population of the study is the cadets of a military academy in Saudi Arabia who study English as a foreign language. The total number of participants is 195 Saudis. The author uses the L2 Motivational Self System to…

The study investigated the relationship between listening and reading vocabularies and their contributions to English listening comprehension of advanced Chinese EFL learners from two universities in China. Measures of reading and listening vocabularies consisted of 5,000 and academic vocabularies. Two tasks involved in the listening comprehension…

The present study aimed to empirically examine the validity of grit among language learners and its relation to vocabulary knowledge. Grit is defined as a trait that is characterised by a tendency to be passionate about and persevere towards the achievement of long-term goals. A newly developed questionnaire, L2-Grit Scale, which assesses…

The purpose of this evaluation study was twofold: to evaluate the overall impact of an intensive early childhood literacy project on children's vocabulary knowledge and to examine the sociocultural context of the vocabulary assessment for the early literacy project. Children's language development and vocabulary knowledge was measured with PPVT-IV…

This study explored the contribution of second language (L2) discipline-specific vocabulary to Chinese chemistry major undergraduates' reading of textbooks. Participants included 82 second-year undergraduates majoring in chemistry. Their discipline-specific vocabulary knowledge and chemistry textbook reading ability were measured. Their L2…

The study explored the longitudinal relationship between multicultural awareness and language development among collegiate English as a foreign language (EFL) students. Sixty-five first-year college students participated in the study. Drawing on the Multicultural Awareness-Knowledge-Skills Survey (MAKSS) [D'Andrea, M., Daniels, J., & Heck, R.…

Reading research has recognized the strong relationship between vocabulary and reading comprehension. However, we are still perplexed by the precise nature of how readers access and retrieve word meanings while reading. We have not reached a consensus on "what it means to know a word" (e.g., Anderson & Nagy, 1991; Nation, 2001) or…

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…

This study reports the outcomes of research investigating the relationship between two variables; percentage of word knowledge in an academic English text and reading comprehension scores the participants got for the same text. The study was conducted at Prince Sattam Bin Abdulaziz University, Preparatory Year Deanship, during the first semester…