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Margaret Cychosz; Rachel R. Romeo; Jan R. Edwards; Rochelle S. Newman – Developmental Science, 2025
Children learn language by listening to speech from caregivers around them. However, the type and quantity of speech input that children are exposed to change throughout early childhood in ways that are poorly understood due to the small samples (few participants, limited hours of observation) typically available in developmental psychology. Here…
Descriptors: Child Language, Language Acquisition, Young Children, Speech Communication
Shally Novita; Vidya Anindhita; Puspita Adhi Kusuma Wijayanti; Lutfianya Assyifa Budi Santoso; Hellen La Batavee; Aurelia Felisha Jerome Tampubolon; Ajeng Nuranti Syafitri – International Journal of Early Childhood, 2024
Although many studies on early childhood have been conducted, there is still a need for further research on numeracy and vocabulary skills, particularly in Indonesia. This research aims to confirm the correlation between numeracy and vocabulary skills in preschool children and to disentangle the effects of environmental factors on both numeracy…
Descriptors: Numeracy, Vocabulary, Language Skills, Foreign Countries
Yue Xia; Ruibo Xie; Xinchun Wu; Thi Phuong Nguyen; Zhenliang Wang – Reading and Writing: An Interdisciplinary Journal, 2024
Examining changes in the longitudinal relationship between vocabulary knowledge and three types of morphological awareness (MA), a cross-lagged design was conducted with a sample of 146 Chinese children. Homophone awareness, homograph awareness, compounding awareness, and vocabulary knowledge were measured in grades 1 (T1), 2 (T2), and 3 (T3),…
Descriptors: Vocabulary Development, Morphology (Languages), Foreign Countries, Chinese
Casey K. Reimer; Heather Grantham; Andrew C. Butler – Journal of Deaf Studies and Deaf Education, 2024
On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice--a robust learning strategy--has been shown to improve children's retention of vocabulary,…
Descriptors: Deafness, Hearing Impairments, Children, Expressive Language
Bruce, Madeleine; Savla, Jyoti; Bell, Martha Ann – Developmental Science, 2023
Across the early childhood period of development, young children exhibit considerable growth in their executive functioning (EF) and vocabulary abilities. Understanding the developmental trajectory of these seemingly interrelated processes is important as both early vocabulary and EF have been shown to predict critical academic and socio-emotional…
Descriptors: Vocabulary Development, Executive Function, Child Development, Preschool Children
Noori, Quadrina – ProQuest LLC, 2023
While the extant literature emphasizes the role of Phonological Awareness (PA) and Rapid Automatized Naming (RAN) in children's developing reading comprehension and vocabulary acquisition skills, there has been a paucity of information on the contributions made by other factors such as Morphological Awareness (MA). Although evidence of a…
Descriptors: Reading Comprehension, Vocabulary Development, Morphology (Languages), Elementary School Students
Pan, Rujun – Journal of Psycholinguistic Research, 2023
Vocabulary knowledge greatly affects writing performance (Staehr in Lang Learn J 36:139-152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of…
Descriptors: Receptive Language, Orthographic Symbols, Vocabulary Development, Phonology
Hsin, Lisa B.; Miratrix, Luke; Kim, Ha Yeon; LaRusso, Maria D.; Snow, Catherine E. – Elementary School Journal, 2023
Understanding the factors associated with variation in the implementation of educational programs has emerged as a key research focus, in an effort to identify how promising programs can be scaled up across their targeted contexts. The current study explored demographic-related variation in program dosage using a novel source of implementation…
Descriptors: Predictor Variables, Curriculum Design, Curriculum Implementation, Randomized Controlled Trials
Lisa M. Bowers; Samantha Robinson; Madilyn Metcalf – Communication Disorders Quarterly, 2024
Income-based childcare programs provide children access to developmentally appropriate and vocabulary-rich literacy experiences. For this study, participating U.S. Head Start Centers requested families complete a weekly home literacy log to encourage vocabulary-rich shared book reading activities in the home. Using participant characteristics,…
Descriptors: Federal Programs, Low Income Students, Social Services, Preschool Children
Caroline F. Rowland; Amy Bidgood; Gary Jones; Andrew Jessop; Paula Stinson; Julian M. Pine; Samantha Durrant; Michelle S. Peter – Language Learning, 2025
A strong predictor of children's language is performance on non-word repetition (NWR) tasks. However, the basis of this relationship remains unknown. Some suggest that NWR tasks measure phonological working memory, which then affects language growth. Others argue that children's knowledge of language/language experience affects NWR performance. A…
Descriptors: Vocabulary Development, Comparative Analysis, Computational Linguistics, Language Skills
Nencheva, Mira L.; Tamir, Diana I.; Lew-Williams, Casey – Child Development, 2023
Learning about emotions is an important part of children's social and communicative development. How does children's emotion-related vocabulary emerge over development? How may emotion-related information in caregiver input support learning of emotion labels and other emotion-related words? This investigation examined language production and input…
Descriptors: Child Caregivers, Toddlers, Language Usage, Speech Communication
Choi, Boin; Castelbaum, Lauren; McKechnie, Riley; Rowe, Meredith L.; Nelson, Charles A.; Tager-Flusberg, Helen – Journal of Autism and Developmental Disorders, 2022
We examined the communicative intentions behind parents' deictic gesture use with high-risk infants later diagnosed with autism spectrum disorder (ASD; n = 17), high-risk infants who were not diagnosed with ASD (n = 25), and low-risk infants (n = 28) at 12 months and assessed the extent to which the parental deictic gesture intentions predicted…
Descriptors: Parent Child Relationship, Nonverbal Communication, Vocabulary Development, Infants
Huei-Mei Liu; Feng-Ming Tsao; Chun-Yi Lin; Gwyneth Rost; Ling-Yu Guo – Journal of Speech, Language, and Hearing Research, 2023
Purpose: The current investigation evaluated the extent to which early noun, verb, and adjective lexicon sizes predicted later grammatical outcomes in Mandarin-speaking children with and without late language emergence (LLE) using a parent report. Method: In Study 1, the parents of 24 Mandarin-speaking children with typical language filled out the…
Descriptors: Nouns, Verbs, Vocabulary, Vocabulary Development
Mostafa Azari Noughabi; Mohammad Davoudi – Journal of Psycholinguistic Research, 2024
In spite of the proliferation of research studies on vocabulary knowledge, investigating the relationship between self-regulation, vocabulary size, and collocational knowledge among English as a Foreign Language (EFL) learners has received scant attention. The current study aimed to investigate whether vocabulary and collocation size can explain…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Independent Study
Mark Feng Teng; Yachong Cui – Journal of Research in Reading, 2025
Background: Vocabulary knowledge (VK) and morphological awareness (MA) are crucial linguistic variables for reading comprehension. However, the extent to which MA subskills are intertwined with different facets of VK in their contributions to reading comprehensions, and how MA influences the reading abilities of English as a foreign language (EFL)…
Descriptors: Vocabulary Development, Morphology (Languages), Reading Comprehension, Second Language Learning