scholarly journals Growing up with interfering neighbours: the influence of time of learning and vocabulary knowledge on written word learning in children

2020 ◽  
Vol 7 (3) ◽  
pp. 191597 ◽  
Author(s):  
S. Walker ◽  
M. G. Gaskell ◽  
V. C. P. Knowland ◽  
F. E. Fletcher ◽  
S. A. Cairney ◽  
...  
Keyword(s):  
Word Learning ◽  
Delay Group ◽  
Vocabulary Knowledge ◽  
Lexical Competition ◽  
Short Delay ◽  
New Words ◽  
Word Acquisition ◽  
Before And After ◽  
Written Word ◽  
Main Effects

Evidence suggests that new vocabulary undergoes a period of strengthening and integration offline, particularly during sleep. Practical questions remain, however, including whether learning closer to bedtime can optimize consolidation, and whether such an effect varies with vocabulary ability. To examine this, children aged 8–12-years-old ( n 59) were trained on written novel forms (e.g. BANARA) in either the morning (long delay) or the evening (short delay). Immediately after training and the next day, lexical competition (a marker of integration) was assessed via speeded semantic decisions to neighbouring existing words (e.g. BANANA); explicit memory was measured via recognition and recall tasks. There were no main effects indicating performance changes across sleep for any task, counter to studies of spoken word learning. However, a significant interaction was found, such that children with poorer vocabulary showed stronger lexical competition on the day after learning if there was a short delay between learning and sleep. Furthermore, while poorer vocabulary was associated with slower novel word recognition speed before and after sleep for the long delay group, this association was only present before sleep for the short delay group. Thus, weak vocabulary knowledge compromises novel word acquisition, and when there is a longer period of post-learning wake, this disadvantage remains after a consolidation opportunity. However, when sleep occurs soon after learning, consolidation processes can compensate for weaker encoding and permit lexical integration. These data provide preliminary suggestion that children with poorer vocabulary may benefit from learning new words closer to bedtime.

Triggering, Configuration, and Engagement

2020 ◽  
pp. 137-149
Author(s):  
Emily Lund
Keyword(s):  
Hearing Loss ◽  
Word Learning ◽  
Educational Interventions ◽  
Normal Hearing ◽  
Vocabulary Knowledge ◽  
Academic Skill ◽  
Learning Differences ◽  
Cascading Effects ◽  
New Words ◽  
Children With Hearing Loss

Word learning and vocabulary knowledge, although related, represent distinct constructs. The process by which a child learns new words will affect both the quantity of words learned and the quality of word representations in a child’s lexicon. Children with normal hearing experience predictable patterns of learning via the processes of triggering, configuration, and engagement. Children with hearing loss may experience, for various reasons, disruptions at all three levels. Those difficulties with the process of word learning may then lead to delays and differences in vocabulary knowledge, with cascading effects on other linguistic and academic skill development. Cultivating an understanding of how hearing loss affects not only vocabulary outcomes but also word-learning processes in children with hearing loss may provide avenues for future educational interventions that interrupt the adverse consequences of poor lexical knowledge. This chapter addresses the process of spoken word learning in children with normal hearing and the ways in which hearing loss affects this the subprocesses of triggering, configuration and engagement. The consequences of word-learning differences on other later-developing skills, such as phonological awareness, are discussed.

scholarly journals Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning

2017 ◽  
Vol 60 (3) ◽  
pp. 682-693 ◽  
Author(s):  
Suzanne M. Adlof ◽  
Hannah Patten
Keyword(s):  
Word Learning ◽  
Semantic Information ◽  
Vocabulary Knowledge ◽  
Nonword Repetition ◽  
Chronological Age ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
New Words ◽  
Reading Impairments

Purpose This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Method Fifty children, with a mean age of 8 years (range 5–12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Results Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. Conclusions These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

scholarly journals Lexical learning and lexical processing in children with developmental language impairments

2014 ◽  
Vol 369 (1634) ◽  
pp. 20120387 ◽  
Author(s):  
Kate Nation
Keyword(s):  
Language Impairment ◽  
Lexical Processing ◽  
Spoken Word Recognition ◽  
Spoken Word ◽  
Vocabulary Knowledge ◽  
Lexical Competition ◽  
New Words ◽  
Crucial Component ◽  
On Line

Lexical skills are a crucial component of language comprehension and production. This paper reviews evidence for lexical-level deficits in children and young people with developmental language impairment (LI). Across a range of tasks, LI is associated with reduced vocabulary knowledge in terms of both breadth and depth and difficulty with learning and retaining new words; evidence is emerging from on-line tasks to suggest that low levels of language skill are associated with differences in lexical competition in spoken word recognition. The role of lexical deficits in understanding the nature of LI is also discussed.

scholarly journals Timing storytime to maximise children's ability to retain new vocabulary

2021 ◽  
Author(s):  
Lisa Henderson ◽  
Elaine van Rijn ◽  
Emma James ◽  
Sarah Walker ◽  
Victoria Knowland ◽  
...  
Keyword(s):  
Word Learning ◽  
Retrieval Practice ◽  
Preliminary Evidence ◽  
Vocabulary Knowledge ◽  
Storybook Reading ◽  
New Words ◽  
Shared Storybook Reading ◽  
Vocabulary Growth ◽  
On Line ◽  
Explicit Training

Shared storybook reading is a key aid to vocabulary acquisition in childhood. However, word learning research has tended to use unnaturalistic (explicit) training regimes. Utilising a storybook paradigm, we examine whether children (particularly those with weaker vocabulary) are more likely to retain new words if they learn them closer to sleep. Parents read their child (5-7ys, n=237) an alien adventure story that contained 12 novel words with illustrations, at one of two training times: at bedtime or 3-5hrs before bedtime. Using on-line tasks, parents tested their child’s ability to recall the new words (production) and associate them with pictures (comprehension), immediately after hearing the story and again the following morning. As hypothesized, we replicated two findings: children showed overnight improvements in their ability to produce and comprehend new words when tested again the next day, and children with better existing vocabulary knowledge showed larger overnight gains in new word comprehension. Counter to expectations, overnight gains in comprehension were larger if the story was read 3-5 hours before, than at, bedtime. These ecologically valid findings are consistent with theories that characterise word learning as a prolonged process supported by mechanisms such as consolidation and retrieval practice, with existing vocabulary knowledge acting as an important source of variability in retention. The findings provide preliminary evidence that encountering new words in stories later in the day (but not too close to sleep) may help to harness vocabulary growth and may be more beneficial than leaving shared storybook reading just for bedtime.

scholarly journals The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions

2021 ◽  
Vol 12 (1) ◽  
pp. 253-269
Author(s):  
Nuntiporn Raungsawat ◽  
Tipamas Chumworatayee
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Instruction ◽  
Word Meaning ◽  
Strategy Instruction ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Test Analysis ◽  
New Words ◽  
Paired Samples ◽  
Before And After

This study mainly examines the effect of Vocabulary Self-Collection Strategy (VSS) instruction on students’ vocabulary knowledge. Moreover, it investigates the students’ perceptions towards the implementation of VSS instruction. Thirty-eight Thai EFL undergraduate students majoring in English at a university located in Thailand participated in the study. To determine the students’ vocabulary knowledge before and after the instruction, the vocabulary pretest and posttest were employed. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. The paired samples t-test analysis indicates that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. The results from the questionnaire and the semi-structured interview showed that they mostly agreed that VSS instruction assisted them in learning new words, memorizing word meaning, having a chance to choose their own words to learn, sharing words to classmates, working in a group, and realizing the importance of learning new words. The findings will help Thai EFL university students improve their vocabulary learning and generate an innovative body of knowledge regarding vocabulary instruction. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary instruction.

scholarly journals The Effects of Vocabulary Self-Collection Strategy Instruction on Thai EFL Undergraduate Students’ Vocabulary Knowledge and Perceptions

2021 ◽  
Author(s):  
Nuntiporn Raungsawat ◽  
Tipamas Chumworatayee
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Instruction ◽  
Word Meaning ◽  
Strategy Instruction ◽  
Structured Interview ◽  
Vocabulary Knowledge ◽  
Test Analysis ◽  
New Words ◽  
Paired Samples ◽  
Before And After

This study mainly examines the effect of Vocabulary Self-Collection Strategy (VSS) instruction on students’ vocabulary knowledge. Moreover, it investigates the students’ perceptions towards the implementation of VSS instruction. Thirty-eight Thai EFL undergraduate students majoring in English at a university located in Thailand participated in the study. To determine the students’ vocabulary knowledge before and after the instruction, the vocabulary pretest and posttest were employed. A perception questionnaire and a semi-structured interview were conducted at the end of VSS instruction to elicit the students’ perceptions towards VSS instruction. The paired samples t-test analysis indicates that the students improved short-term vocabulary retention, and they could retain vocabulary learned after VSS instruction. The results from the questionnaire and the semi-structured interview showed that they mostly agreed that VSS instruction assisted them in learning new words, memorizing word meaning, having a chance to choose their own words to learn, sharing words to classmates, working in a group, and realizing the importance of learning new words. The findings will help Thai EFL university students improve their vocabulary learning and generate an innovative body of knowledge regarding vocabulary instruction. Pedagogical implications are also suggested for EFL teachers who want to implement VSS in their vocabulary instruction.

A growth curve analysis of novel word learning by sequential bilingual preschool children

2011 ◽  
Vol 15 (3) ◽  
pp. 452-469 ◽  
Author(s):  
PUI FONG KAN ◽  
KATHRYN KOHNERT
Keyword(s):  
Language Learning ◽  
Word Learning ◽  
Linear Models ◽  
Vocabulary Knowledge ◽  
Growth Curve Analysis ◽  
New Words ◽  
Weekly Training ◽  
Novel Word Learning ◽  
L1 And L2

Longitudinal word learning studies which control for experience can advance understanding of language learning and potential intra- and inter-language relationships in developing bilinguals. We examined novel word learning in both the first (L1) and the second (L2) languages of bilingual children. The rate and shape of change as well as the role of existing vocabulary in new word learning were of primary interest. Participants were 32 three-to-five-year old children. All participants had Hmong as their L1 and English as their L2. A novel word learning paradigm was used to measure children's acquisition of new form–meaning associations in L1 and L2 over eight weekly training sessions (four in each language). Two-level hierarchical linear models were used to analyze change in the comprehension and production of new words in Hmong and English over time. Results showed that there were comparable linear gains in novel word comprehension and production in both the L1 and the L2, despite different starting points. Success in novel word learning was predicted to some extent by existing vocabulary knowledge within each language. Between-language relationships were both positive and negative. These findings are consistent with highly interactive dynamic theories of sequential bilingual language learning.

Prologue to the Forum: Vocabulary Across the School Grades

2019 ◽  
Vol 50 (4) ◽  
pp. 461-465 ◽  
Author(s):  
Suzanne M. Adlof
Keyword(s):  
Word Learning ◽  
Vocabulary Instruction ◽  
Elementary Grades ◽  
Reading Disorders ◽  
Vocabulary Intervention ◽  
New Words ◽  
School Grades ◽  
Grade Levels ◽  
Ability Levels ◽  
Instructional Settings

Purpose This prologue introduces the LSHSS Forum: Vocabulary Across the School Grades. The goals of the forum are to provide an overview of the importance of vocabulary to literacy and academic achievement, to review evidence regarding best practices for vocabulary instruction, and to highlight recent research related to word learning with students across different grade levels. Method The prologue provides a foundational overview of vocabulary's role in literacy and introduces the topics of the other ten articles in the forum. These include clinical focus articles, research reviews, and word-learning and vocabulary intervention studies involving students in elementary grades through college. Conclusion Children with language and reading disorders experience specific challenges learning new words, but all students can benefit from high-quality vocabulary instruction. The articles in this issue highlight the characteristics of evidence-based vocabulary interventions for children of different ages, ability levels, and language backgrounds and provide numerous examples of intervention activities that can be modified for use in individual, small-group, or large-group instructional settings.

scholarly journals The Effects of Toothbrush Wear on the Surface Roughness and Gloss of Resin Composites with Various Types of Matrices

2021 ◽  
Vol 9 (1) ◽  
pp. 8
Author(s):  
Murtadha AlAli ◽  
Nikolaos Silikas ◽  
Julian Satterthwaite
Keyword(s):  
Surface Roughness ◽  
Pairwise Comparisons ◽  
Resin Composites ◽  
Hybrid Resin ◽  
Before And After ◽  
Post Hoc ◽  
Main Effects ◽  
Toothbrush Wear

Objective: To evaluate and compare the surface roughness and gloss of a DMA-free composite and Bis-GMA-free composite with a DMA-based composite before and after toothbrushing simulation. Materials and Methods: Fifteen dimensionally standardised composite specimens of three nano-hybrid resin composites (Tetric EvoCeram, Admira Fusion, and Venus Diamond) were used. Five specimens from each composite were polished and then subjected to a toothbrushing simulator. Surface roughness (Ra) and gloss were measured before toothbrushing and after 5000, 10,000, 15,000, and 20,000 toothbrushing cycles. The data was analysed using 5 × 3 ANOVA to assess surface roughness and gloss values and pairwise comparisons in the form of Tukey post hoc tests were performed to interpret main effects. Results: For all tested materials, surface roughness increased, and gloss decreased after toothbrushing abrasion. Surface roughness (Ra) values ranged from 0.14 to 0.22 μm at baseline and increased to between 0.41 and 0.49 μm after 20,000 toothbrushing cycles. Gloss values ranged between 31.9 and 50.6 GU at baseline and between 5.1 and 19.5 GU after 20,000 toothbrushing cycles. The lowest initial Ra value was detected in Venus Diamond and the highest initial gloss value was detected in Tetric EvoCeram. Conclusions: Simulated toothbrushing abrasion led to an increase in surface roughness and a decrease in gloss for all tested materials. Venus Diamond had the smoothest surface and Tetric EvoCeram had the glossiest surface after polishing and following 20,000 cycles of toothbrushing abrasion. Admira Fusion demonstrated the roughest surface and had the lowest gloss values before and after toothbrushing abrasion.

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