The purpose of the study was to examine word learning in preschool children from families who differed in socioeconomic status (SES). Preschool children (N = 58) were assigned to SES groups based on maternal education and completed a dynamic assessment of explicit word learning 2 times. At the first administration, no SES-group differences were…

It was still true that some children came to school with a smaller vocabulary than their peers (David, 2010, Duff & Brydon, 2020; Templin, 1957; White, Graves, & Slater, 1990). If students did not have enough word knowledge to access the correct meanings of the words they read in text, they failed to comprehend those texts and struggled to…

Young children seem to pick up words quickly, almost effortlessly, through various media in the early years. Studies have shown that storybooks, TV, screen media, and ebooks can all be sources for incidental word learning without formal instruction. Yet, typically, research has investigated learning from a single medium in isolation or in…

Young children seem to pick up words quickly, almost effortlessly, through various media in the early years. Studies have shown that storybooks, TV, screen media, and ebooks can all be sources for incidental word learning without formal instruction. Yet, typically, research has investigated learning from a single medium in isolation or in…

Children need to learn the demands of their native language in the early vocabulary development phase. In this dynamic process, parental multimodal input may shape neurodevelopmental trajectories while also being tailored by child-related factors. Moving beyond typically characterized group profiles, in this article, we synthesize growing evidence…

This paper details a literature review of mathematics vocabulary intervention studies for students with mathematics difficulty. The primary aim was to identify instructional practices that support mathematics vocabulary development. We conducted a database search to identify mathematics intervention studies either focused exclusively on vocabulary…

There is growing interest in mathematics learning progressions in early childhood education. Counting is a skill usually developed early in life. The application of the counting principles in early childhood typically entails counting objects. This poses challenges for learning about zero. Indeed, the word "zero" is seldom used in the…

This case report describes a young child with inconsistent phonological disorder (IPD). The child presented with unintelligible speech. She made limited progress on individual speech production goals targeting phonological patterns over 4 years, remaining unintelligible. The child was diagnosed with IPD following an inconsistency assessment and…

There has been little research investigating the effects of notetaking on foreign language (FL) learning, and no studies have examined how it affects vocabulary learning. The present study investigated the vocabulary written in notes of 86 students after they had listened to a teacher in an English as a foreign language (EFL) class. The results…

What's your "why" for being a teacher? Unlike other professionals, teachers often have strong reasons for why they teach and a clear sense of purpose. Acknowledging and understanding this purpose helps educators to not just do what they do but do it well. This illustrated guide was designed for all classroom teachers to emphasize the…

Orthographic knowledge (i.e., the knowledge of conventions of a written language) has been identified as a predictor of both basic and higher-level reading processes, however, mostly examined in a cross-sectional design. It remains unclear, whether and how orthographic knowledge contributes uniquely in explaining differences in the acquisition of…

The present study aimed to investigate whether and how Chinese single character reading and 2-character word reading can reflect somewhat different processes. Tasks of Chinese rapid automatized naming (RAN), morphological awareness, phonological awareness, orthographic knowledge, along with vocabulary knowledge and nonverbal intelligence tasks,…

The account that word learning starts in earnest during the second year of life, when infants have mastered the disambiguation skills, has recently been challenged by evidence that infants during the first year already know many common words. The preliminary ability to rapidly map and disambiguate linguistic labels was tested in Italian-speaking…

Children can learn words incidentally from stories. This kind of learning is enhanced when stories are presented both aurally and in written format, compared to just a written presentation. However, we do not know why this bimodal presentation is beneficial. This study explores two possible explanations: whether the bimodal advantage manifests…

This study investigates the levels of social language and vocabulary characteristics of three- to six-year-old children with autism in Vietnam. The research is based on analysis of the developmental assessment reports of 151 children with autism, and 42 parents' reports on their children's vocabulary (recorded using the Child Word Inventory form).…