The sequential nature of vocabulary

The sequential nature of vocabulary acquisition. Much evidence clearly indicates that vocabulary is acquired in largely the same order by most children. The existence of empirical vocabulary norms (as in the Peabody and Living Word Vocabulary) indicate that some words are acquired later than others. Slonim and I have found very high correlations (mostly over .90) between mean scores for words obtained from different grades (Biemiller and Slonim, in press). We also found that when data is ordered by children's vocabulary levels rather than their grade level, we can clearly identify a range of words known well (above 75 percent), words being acquired (74 percent-25 percent) and those little known. Furthermore, these ranges are sequential. At any given point in vocabulary acquisition, a preliminary conclusion from this work is that there are about 2,000-3,000 root words that a child is likely to be learning. This makes the construction of a "vocabulary curriculum" plausible.

Kết quả (Anh) 1:

The sequential nature of vocabulary acquisition. Much evidence clearly indicates that vocabulary is acquired in largely the same order by most children. The existence of empirical vocabulary norms (as in the Peabody and the Living Word Vocabulary) indicate that some words are acquired later than others. Slonim and I have found very high correlations (mostly over. 90) between the mean scores for words obtained from different grades (Biemiller and Slonim, in press). We also found that when data is ordered by the children's vocabulary levels rather than their grade level, we can clearly identify a range of words known well (above 75 percent), the words being acquired (74 percent-25 percent) and those little known. Furthermore, these ranges are sequential. At any given point in vocabulary acquisition, a preliminary conclusion from this work is that there are about 2.000-3.000 root words that a child is likely to be learning. This makes the construction of a "vocabulary curriculum" plausible.

Kết quả (Anh) 2:

The sequential nature of vocabulary acquisition. Much Evidence có ý Clearly print vocabulary is acquired largely the same order by nhất children. The Existence of empirical vocabulary norms (as in the Peabody and Living Word Vocabulary) indicate mà some words are acquired later than others. Slonim and I have found very high correlations (mostly over .90) mean scores for words thu được giữa from khác Grades (Biemiller and Slonim, in press). We cũng found khi có data is ordered by children's vocabulary levels thay ask for their grade level, WE CAN Clearly Identify a range of well known words (above 75 percent), words being acquired (74 percent-25 percent) and những little known. Furthermore, These ranges are sequential. At any given point in vocabulary acquisition, a Preliminary Conclusion from this work there are about 2,000-3,000 đã Words That root is Likely to be a child learning. This Makes the construction of a "vocabulary curriculum" plausible.