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1.
Adults process speech incrementally, rapidly identifying spoken words on the basis of initial phonetic information sufficient to distinguish them from alternatives. In this study, infants in the second year also made use of word-initial information to understand fluent speech. The time course of comprehension was examined by tracking infants' eye movements as they looked at pictures in response to familiar spoken words, presented both as whole words in intact form and as partial words in which only the first 300 ms of the word was heard. In Experiment 1, 21-month-old infants (N = 32) recognized partial words as quickly and reliably as they recognized whole words; in Experiment 2, these findings were replicated with 18-month-old infants (N = 32). Combining the data from both experiments, efficiency in spoken word recognition was examined in relation to level of lexical development. Infants with more than 100 words in their productive vocabulary were more accurate in identifying familiar words than were infants with less than 60 words. Grouped by response speed, infants with faster mean reaction times were more accurate in word recognition and also had larger productive vocabularies than infants with slower response latencies. These results show that infants in the second year are capable of incremental speech processing even before entering the vocabulary spurt, and that lexical growth is associated with increased speed and efficiency in understanding spoken language. 相似文献
2.
This study explored the role of vocabulary knowledge and morphological awareness in reading comprehension ability of Chinese as a heritage language (CHL) learners. One hundred ninety five CHL students participated in this study and completed a series of measures including two sets of vocabulary knowledge (one consisting of items pertaining to early exposure to spoken Chinese and the other comprised of items selected from a pool of words in Chinese as a foreign language classrooms), morphological awareness (structural awareness and functional awareness), and reading comprehension ability (lexical inference and passage comprehension). Drawing upon structural equation modeling with a bootstrap estimation method, the study found that vocabulary knowledge and morphological awareness both contributed to reading comprehension among CHL learners. More critically, the results indicated that morphological awareness mediated the relation between vocabulary knowledge and reading comprehension in CHL learners. Furthermore, multiple regression analyses probed the relative contributions of vocabulary knowledge measures to morphological awareness and reading comprehension, and found that vocabulary knowledge acquired in formal Chinese instruction contributed to morphological awareness and reading comprehension, to a greater extent, than that gained through early exposure to spoken Chinese. 相似文献
3.
This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through set for variability, the ability to determine the correct pronunciation of approximations to spoken English words. One hundred forty children participating in a 3-year longitudinal study were administered reading and reading-related measures at four time points. Hierarchical regression and path analyses indicated that vocabulary and phonemic awareness made independent contributions to variance in set for variability; that vocabulary directly influenced future reading comprehension and indirectly influenced future decoding and word recognition through set for variability; and that set for variability influenced future reading comprehension indirectly through both decoding and word recognition, controlling for autoregressive effects. 相似文献
4.
Dimling LM 《American annals of the deaf》2010,155(4):425-448
An instructional strategy was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took part in the 30-minute intervention over 6-8 weeks, learning 12 new vocabulary words each week by means of the three intervention components: (a) word introduction, (b) word activity (semantic mapping), and (c) practice. Results indicated that the vocabulary intervention successfully improved all students' recognition, production, and comprehension of the vocabulary words and phrases. 相似文献
5.
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers 总被引：1，自引：0，他引：1
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all. 相似文献
6.
Yuuko Uchikoshi 《Reading and writing》2013,26(6):913-939
In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed. 相似文献
7.
Nicole M. Swart Marloes M. L. Muijselaar Esther G. Steenbeek-Planting Mienke Droop Peter F. de Jong L. Verhoeven 《Reading and writing》2017,30(3):489-507
The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it serves as an output for the decoding process and as an input for comprehension processes. Although different aspects of the lexicon can be distinguished, research on the role of the mental lexicon in reading comprehension often does not take these individual aspects of the lexicon into account. The current study used a multicomponent approach to examine whether measures of spoken and written vocabulary breadth, vocabulary depth, and semantic relatedness were differentially predictive of individual differences in reading comprehension skills in fourth-grade students. The results indicated that, in addition to nonverbal reasoning, short-term memory, and word decoding, the four measures of lexical quality substantially added (30 %) to the proportion of explained variance of reading comprehension (adding up to a total proportion of 65 %). Moreover, each individual measure of lexical quality added significantly to the prediction of reading comprehension after all other measures were taken into account, with written lexical breadth and lexical depth showing the greatest increase in explained variance. It can thus be concluded that multiple components of lexical quality play a role in children’s reading comprehension. 相似文献
8.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
9.
This study explores reader, word, and learning activity characteristics related to vocabulary learning for 202 fifth and sixth graders (N = 118 and 84, respectively) learning 16 words. Three measures of word knowledge were used: multiple-choice definition knowledge, self-report of meaning knowledge, and production of morphologically related words. Results indicate that significant vocabulary learning occurred on each measure and that certain words were easier to learn for certain types of readers. Controlling for other predictors in the model, reader characteristics like morphological awareness, reading comprehension, and language background were significant predictors of vocabulary learning, but not word reading fluency. Also, word characteristics like morphological family size and opaqueness were significant predictors of word difficulty but not number of morphemes or frequency of the word or root-word or affix. Controlling for other predictors in the model, morphological learning activities supported vocabulary learning for all 3 aspects of word knowledge. Implications for theory and instruction are discussed. 相似文献
10.
The purpose of this study was to compare a range of reading–related abilities in two groups of college freshmen with higher and lower reading comprehension abilities. Reading comprehension ability groups were formed using American College Test reading scores. The groups were compared on measures of oral language vocabulary and syntax, phonemic awareness and print decoding skills. Results indicated that abilities that appear to relate to reading comprehension include recognition of the order of phonemes in spoken syllables, recognition of words that are good semantic and syntactic fits for sentence frames, recall of meanings for spoken words and conversion of printed to spoken words. 相似文献
11.
熊艳 《宁波大学学报(教育科学版)》2007,29(5):124-127
单词表的标示顺序基本上采用英语单词在前,相对应的汉语意义在后的标示顺序。但是由于理解型任务比产出型任务容易,这种标示顺序不利于即时和长效记忆英语单词。在即时测试中以汉-英标示顺序记忆单词的学生,在产出型任务中的表现明显好过以英-汉顺序学习的学生;在理解型任务中的表现不弱于以英-汉顺序学习的学生。鉴于英语学习中一般需要学生完成两种任务的现状,汉-英标示顺序有利于培养学生较为平衡的两种能力,是多用途和有效的方法。 相似文献
12.
周光庆 《信阳师范学院学报(哲学社会科学版)》2005,25(4):51-56,70
汉语的时间名词“春”,在其历史的形成、词义引申、词系派生过程中,既有力地表现了汉语词汇的形成发展的普遍规律和文化功能,具有代表性,又从一个角度深刻地反映了中华民族对时间的认识,与世界的关系和自身的生存式样以及由此滋生的文化哲学,具有典型性。 相似文献
13.
It is unclear how children develop the ability to learn words incidentally (i.e., without direct instruction or numerous exposures). This investigation examined the early achievement of this skill by longitudinally tracking the expressive vocabulary and incidental word-learning capacities of a hearing child of Deaf adults who was natively learning American Sign Language (ASL) and spoken English. Despite receiving only 20% of language input in spoken English, the child's expressive vocabularies at 16 and 20 months of age, in each language, were similar to those of monolingual age-matched peers. At 16 months of age, the child showed signs of greater proficiency in the incidental learning of novel ASL signs than she did for spoken English words. At 20 months of age, the child was skilled at incidental word learning in both languages. These results support the methodology as it applies to examining theoretical models of incidental word learning. They also suggest that bilingual children can achieve typical vocabulary levels (even with minimal input in one of the languages) and that the development of incidental word learning follows a similar trajectory in ASL and spoken English. 相似文献
14.
This study examined the ability to infer the meaning of novel made-up words that appeared in 16 short narrative texts, presented in two modalities—reading and listening. Hebrew-speaking 4th grade students (N = 54) were asked to infer the meanings of the made-up words in both modality conditions. In this cross-group design, students were randomly assigned to one of two order conditions: reading first or listening first. Regardless of condition, participants were better able to infer the meaning of the made-up words in the listening condition than in the reading condition. Individual differences in word reading, vocabulary, and reading comprehension mediated novel word learning but working memory did not. Results are discussed in relation to the challenges faced by 4th grade Hebrew readers in the transition from reading a fully pointed (vowelized) shallow orthography to an unpointed, deep orthography. The ability of 4th grade readers to infer novel words appears to be enhanced when listening to animated narration, and is mediated by extant vocabulary knowledge and higher-order comprehension processes, but also by basic decoding skills. 相似文献
15.
汉英颜色词作为语言词汇中的一大类属,在交际中发挥了十分重要的作用,但在使用中词义内涵不尽相同.文章选择红与黑两个汉英颜色词为代表,对其语义内涵及其产生差异的文化背景进行了分析、比较和归纳,提出了学习、使用汉英颜色词的建议. 相似文献
16.
A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing. 相似文献
17.
徐弢 《贵州教育学院学报》2008,24(1):15-19
通过实证研究比较三组分别完成阅读理解、选词填空和用目标词造句三项涉及目标词的阅读任务后目标词的即时记忆和延时记忆,结合词汇测试成绩与有声思雏的数据对词汇附带学习中“投入量”这一量化指标的合理性进行定量分析与定性描述。实验结果表明：“投入量”并未真实体现学习者在词汇附带学习过程中的投入程度;“投入量”因素不仅要根据阅读任务的类型进行量化,同时还需考虑学习者的词汇学习过程。 相似文献
18.
This study reports on the development of an assessment to measure bilingual adolescents’ knowledge of polysemous vocabulary and explores the contribution of polysemous word knowledge to reading comprehension among those students. Spanish–English bilingual students in seventh grade (n = 107) completed a battery of standardized reading and language measures along with a researcher-designed measure of their knowledge of the academic senses of words that also have casual, everyday meanings. Item-response theory analyses and correlational analyses provided validity evidence for the assessment. Regression analyses indicated that students’ knowledge of academic senses of polysemous words predicted their reading comprehension, even after controlling for their knowledge of the casual sense of the same words, vocabulary breadth, and decoding skills. Findings suggest that comprehension of grade-level texts is uniquely predicted by the ability to recognize the meanings of familiar words when they appear in academic contexts. 相似文献
19.
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development. 相似文献
20.
《Journal of research on educational effectiveness》2013,6(2):93-120
Abstract The purpose of this study was to investigate the efficacy of an 18-week program of direct and extended vocabulary instruction with kindergarten students on both proximal measures of target word knowledge and transfer measures of generalized language and literacy. A second purpose was to examine whether treatment effects would be moderated by initial receptive vocabulary knowledge measured at pretest. In a quasi-experimental design, 80 kindergarten students from schools serving large at-risk populations were taught the meanings of 54 vocabulary words within interactive story read alouds over 36 half-hour instructional lessons (2 lessons per week over 18 weeks). An additional 44 students served as a no-treatment control. Findings indicated that students who received vocabulary instruction outperformed controls on a measure of target word knowledge as well as measures of generalized receptive vocabulary and listening comprehension. In addition, initial receptive vocabulary was strongly related to posttest performance on all measures. Implications are discussed in relation to supporting vocabulary development in the early grades within a multitier framework of instruction and intervention. 相似文献