The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Size matters: Early vocabulary as a predictor of language and literacy competence
Abstract
This paper investigated the predictive ability of expressive vocabulary size and lexical composition at age 2 on later language and literacy skills from ages 3 through 11. Multivariate analysis of covariance was performed to compare 16 language and literacy outcomes between children with large expressive vocabulary size at 24 months (N= 1,073) and those with smaller expressive vocabulary size. Comparisons between large and small verb size groups as a measure of lexical composition were also conducted. Our findings indicate that, after controlling for gender, birth order, ethnicity and socioeconomic status, total vocabulary size at age 2 can significantly predict subsequent language and literacy achievement up to fifth grade. Moreover, vocabulary size is a better predictor of later language ability than lexical composition.
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Cites
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077
Tsao, F.-M., Liu, H.-M., & Kuhl, P. K. (2004) · Child Development · doi:10.1111/j.1467-8624.2004.00726.x · Cited by 588
The Relation of Child Care to Cognitive and Language Development
National Institute of Child Health and Human Development Early Child Care Research Network (2000) · Child Development · doi:10.1111/1467-8624.00202 · Cited by 530
Improving the Positive Predictive Value of Screening for Developmental Language Disorder
Klee, T., Pearce, K., & Carson, D. K. (2000) · Journal of Speech, Language, and Hearing Research · doi:10.1044/jslhr.4304.821 · Cited by 114
Cited by
Do infant vocabulary skills predict school‐age language and literacy outcomes?
Duff, F. J., Reen, G., Plunkett, K., & Nation, K. (2015) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.12378 · Cited by 346
Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era
Parish‐Morris, J., Mahajan, N., Hirsh‐Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013) · Mind, Brain, and Education · doi:10.1111/mbe.12028 · Cited by 335
The Neurocognition of Developmental Disorders of Language
Ullman, M. T., Earle, F. S., Walenski, M., & Janacsek, K. (2020) · Annual Review of Psychology · doi:10.1146/annurev-psych-122216-011555 · Cited by 223
Fisher, E. L. (2017) · Journal of Speech, Language, and Hearing Research · doi:10.1044/2017_jslhr-l-16-0310 · Cited by 138
“It Takes a Village” to support the vocabulary development of children with multiple risk factors
Baydar, N., Küntay, A. C., Yagmurlu, B., Aydemir, N., Cankaya, D., Göksen, F., & Cemalcilar, Z. (2014) · Developmental Psychology · doi:10.1037/a0034785 · Cited by 86
Metadata
- Authors
- LEE, J.
- Venue
- Applied Psycholinguistics
- Publisher
- Cambridge University Press (CUP)
- Published
- 2010-10-07
- Volume
- 32
- Issue
- 1
- Pages
- 69-92
- ISSN
- 0142-7164 (ISSN-L)
- 1469-1817
- OpenAlex
- W2111076280
- Cited by
- 298
- References
- 4
- FWCI
- 12.01
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
