The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Examining the dimensionality of vocabulary in English as a second language in Chinese children
Open accessAbstract
This study compared a unidimensional model of vocabulary and a two-factor model comprising vocabulary breadth and depth in a second language (L2). A total of 167 Chinese Grade 4 and 5 primary school children (Mean age = 9.96 years old) learning English as an L2 participated in this study, and they were tested on four English vocabulary tests. Our results of confirmatory factor analyses indicate that vocabulary breadth and depth were not two distinct dimensions, and the unidimensional model was supported. Theoretical and practical implications were discussed.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Morphological compounding contributes to syntactic skills by possibly facilitating the understanding of word order and sentence structure.
“In addition, morphological compounding contributes to syntactic skills by possibly facilitating the understanding of word order and sentence structure (Xie & Yeung, 2024).”
From Do word-level skills show cross-linguistic transfer and predict bilingual reading? (2026) · cites this paper as Xie & Yeung, 2024
The Introduction discusses vocabulary breadth and depth, while the Discussion passage concerns elaborating word meanings; neither addresses morphological compounding as a contributor to syntactic skills. Searches for compounding, word order, sentence structure, and syntactic awareness found no passage supporting the proposed mechanism. Page numbers were not available in our copy. (LLM, conf=0.73)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Effects of Vocabulary Breadth and Depth on English Reading
Li, M., & Kirby, J. R. (2014) · Applied Linguistics · doi:10.1093/applin/amu007 · Cited by 172
Lonigan, C. J., & Milburn, T. F. (2017) · Journal of Speech, Language, and Hearing Research · doi:10.1044/2017_jslhr-l-15-0402 · Cited by 88
Flagged first, then by citations
Research works printed but not linked: 34
- Kieffer, 2012, Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade, Reading and Writing, 25, 347, 10.1007/s11145-010-9272-9 · DOI
- Read, 2004, Vocabulary in a Second Language, 209, 10.1075/lllt.10.15rea · DOI
- Werner, 2011, Introduction to structural equation modeling with LISREL
- Woodcock, 2001, Woodcock-Johnson III tests of achievement
- Verhoeven, 2000, Components in early second language reading and spelling, Scientific Studies of Reading, 4, 313, 10.1207/S1532799XSSR0404_4 · DOI
- Nation, 1990, Teaching and learning vocabulary
- Yeung, 2020, Teaching grapheme–phoneme correspondences using a direct mapping approach for at-risk second language learners: A randomized controlled trial, Journal of learning disabilities, 53, 131, 10.1177/0022219419894563 · DOI
- Lahey, 1988, Language disorders and language development
- Bradley-Johnson, 2004, Book review: The Woodcock-Johnson Tests of Achievement, Journal of Psychoeducational Assessment, 22, 261, 10.1177/073428290402200305 · DOI
- Koizumi, 2020, Structural equation modeling of vocabulary size and depth using conventional and Bayesian methods, Frontiers in Psychology, 11, 618, 10.3389/fpsyg.2020.00618 · DOI
- Xie, 2022a, How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English, Reading and Writing, 10.1007/s11145-022-10360-9 · DOI
- Xie, 2022, Do vocabulary, syntactic awareness, and reading comprehension in second language facilitate the development of each other in young children?, Learning and Instruction, 82, 101682, 10.1016/j.learninstruc.2022.101682 · DOI
- Gravetter, 2014, Essentials of statistics for the behavioral sciences
- Koh, 2020, Examining Chinese vocabulary knowledge in Taiwanese first- and second graders using confirmatory factor analysis, Reading and Writing, 33, 293, 10.1007/s11145-019-09960-9 · DOI
- Verhoeven, 2019, Beyond the simple view of early first and second language reading: The impact of lexical quality, Journal of Neurolinguistics, 50, 28, 10.1016/j.jneuroling.2018.03.002 · DOI
- Nagy, 1987, The Nature of Vocabulary Acquisition, 19
- Xie, 2022b, Exploring the genetic and environmental etiologies of phonological awareness, morphological awareness, and vocabulary among Chinese–English bilingual children: The moderating role of second language instruction, Behavior Genetics, 52, 108, 10.1007/s10519-021-10096-2 · DOI · Paper page
- Levelt, 1999, A theory of lexical access in speech production, Behavioral and Brain Sciences, 22, 1, 10.1017/S0140525X99001776 · DOI
- Ouellette, 2006, What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension, Journal of Educational Psychology, 98, 554, 10.1037/0022-0663.98.3.554 · DOI · Paper page
- Wiig, 2013, Clinical evaluation of language fundamentals-Version 5
- González-Fernández, 2020, Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components, Applied Linguistics, 41, 481, 10.1093/applin/amy057 · DOI
- Henriksen, 1999, Three dimensions of vocabulary development, Studies in Second Language Acquisition, 21, 303, 10.1017/S0272263199002089 · DOI
- Stewart, 2012, Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale, TESOL QUARTERLY, 46, 695, 10.1002/tesq.35 · DOI
- Dunn, 2007, PPVT-4: Peabody picture vocabulary test
- Sénéchal, M. , & LeFevre, J.-A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. 85(4), 1552–1568. https://doi.org/10.1111/cdev.12222 · DOI
- Vermeer, 2001, Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input, Applied Psycholinguistics, 22, 217, 10.1017/S0142716401002041 · DOI · Paper page
- Tannenbaum, 2006, Relationships between word knowledge and reading comprehension in third-Grade children, Scientific Studies of Reading, 10, 381, 10.1207/s1532799xssr1004_3 · DOI
- Quiroz, 2010, Vocabulary skills of Spanish–English bilinguals: Impact of mother–child language interactions and home language and literacy support, International Journal of Bilingualism, 14, 379, 10.1177/1367006910370919 · DOI · Paper page
- Elman, 1996, Rethinking innateness: A connectionist perspective on development, 10.7551/mitpress/5929.001.0001 · DOI · Paper page
- González-Fernández, 2022, Conceptualizing L2 vocabulary knowledge: An empirical examination of the dimensionality of word knowledge, Studies in Second Language Acquisition, 1
- Li, 2020, The effects of vocabulary breadth and depth on reading comprehension in middle childhood: The mediator role of listening comprehension, Reading and Writing Quarterly
- Coret, 2015, Test review: Wiig, E H., Semel, E., Secord, W. A. (2013) Clinical Evaluation of Language Fundamentals-fifth Edition (CELF-5), Journal of Psychoeducational Assessment, 33, 495, 10.1177/0734282914557616 · DOI
- Gibson, 2014, The relation between language experience and receptive-expressive semantic gaps in bilingual children, International Journal of Bilingual Education and Bilingualism, 17, 90, 10.1080/13670050.2012.743960 · DOI
- Anderson, 1981, Comprehension and teaching: Research reviews, 77
Cited by
Sorted by citations
Do word-level skills show cross-linguistic transfer and predict bilingual reading?
Xie, Q., & Yeung, S. S.-S. (2026) · Reading and Writing · doi:10.1007/s11145-026-10767-8
Self-citation
Metadata
- Authors
- Xie, Q., & Yeung, S. S.-S.
- Affiliations
- United Arab Emirates University (AE)
- Education University of Hong Kong (HK)
- Corresponding author
- Yeung, Susanna Siu-Sze
- Venue
- Journal of Child Language
- Publisher
- Cambridge University Press (CUP)
- Published
- 2024-03-15
- Volume
- 52
- Issue
- 3
- Pages
- 729-738
- ISSN
- 0305-0009 (ISSN-L)
- 1469-7602
- OpenAlex
- W4392853351
- Cited by
- 4
- References
- 2
- Citations by year
- 2026: 2 · 2025: 2
- FWCI
- 1.98
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of Child Language (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Funders
- Research Grants Council, University Grants Committee (18603717)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- vocabulary breadth, vocabulary depth, second language vocabulary, English as a second language, Chinese children, elementary school students, unidimensional model, two-factor model, second language acquisition
- MeSH terms
- East Asian People, Child, Child Language, China, Female, Humans, Language, Language Tests, Male, Vocabulary, Multilingualism
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
