Vocabulary is an important foundation for reading skills. Dual-route cascaded model believes that when form-sound correspondence is irregular, phonetic decoding is a necessary but not sufficient condition for word acquisition. Lexical access in syllabic scripts involves a morphological-phonetic-semantic approach, where phonological decoding is…

This systematic review synthesized the literature on vocabulary interventions designed for the students with autism spectrum disorder (ASD). A total of 31 articles (20 single case research design studies and 11 group design studies) met the inclusion criteria. The reviewed studies included 440 participants with ASD ages 3 to 14. In general,…

Research shows that targeted interventions for language comprehension and production benefit the development of English language proficiency and literacy skills of English Learner (EL) students. Despite this, many ELs in the United States do not receive such academic support, as few programs are designed to address the needs of ELs. Educational…

Many researchers suggest that text-reading should be followed by an activity that requires learners to use the new vocabulary, before they read the text again. This article demonstrates the benefits of post-reading word-focused activity on vocabulary learning in an environment when there is no instructor support, particularly for second language…

This study explored the use of sophisticated vocabulary, complex syntax, and decontextualized language (including book information, conceptual information, past/future experiences, and vocabulary information) in teachers' instructional interactions with children during the literacy block in prekindergarten and kindergarten classrooms. The sample…

The present study compared learning gains at both form recall and meaning recall levels across three learning conditions: viewing without note-taking, viewing with conventional note-taking, and viewing with guided note-taking. A total of 134 Chinese learners of English were assigned to three experimental groups and a no-treatment control group.…

The present study complemented the extant second language (L2) Age of Acquisition (AoA) normative database by providing over 3500 English L2 words on objective AoA and over 2600 English L2 words on subjective AoA. The correlation between the objective and subjective L2 AoA confirmed the validity of the present database. The objective L2 AoA was…

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),…

Strong academic vocabulary is necessary for students' success in school. Recently, researchers recommended studying integrated approaches for developing vocabulary, which is predictive of students' long-term school success. Based on the premise that teachers who understand the theoretical foundations guiding their practice are better equipped to…

Some meta-analyses have confirmed the efficacy of technology-enhanced vocabulary learning. However, they have not delved into the specific ways in which technology-based activities facilitate vocabulary acquisition, or into first-language vocabulary learning. We conducted a systematic review that retrieved 1,221 journal articles published between…

Background: Although most prevalent in childhood, the acquisition of new words in oral vocabulary takes place right across the lifespan. Of the many factors that influence oral vocabulary learning, one extrinsic factor is the listening environment. The current study aimed to examine whether the presence of noise impacts oral vocabulary learning in…

Although many students struggle to comprehend text, some populations of students are particularly impacted. Students with attention deficit hyperactivity disorder (ADHD), for example, perform lower on working memory measures, which can make reading comprehension even more difficult (Gropper & Tannock, 2009). Inattention, specifically, appears…

We examined how noun frequency and the typicality of surrounding linguistic context contribute to children's real-time comprehension. Monolingual English-learning toddlers viewed pairs of pictures while hearing sentences with typical or atypical sentence frames ("Look at the…" vs. "Examine the…"), followed by nouns that were…

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,…

Background: Problem-solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem-solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science…