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Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study

dc.contributor.authorSong, Shuangen_US
dc.contributor.authorSu, Mengmengen_US
dc.contributor.authorKang, Cuipingen_US
dc.contributor.authorLiu, Hongyunen_US
dc.contributor.authorZhang, Yupingen_US
dc.contributor.authorMcbride‐chang, Catherineen_US
dc.contributor.authorTardif, Twilaen_US
dc.contributor.authorLi, Hongen_US
dc.contributor.authorLiang, Weilanen_US
dc.contributor.authorZhang, Zhixiangen_US
dc.contributor.authorShu, Huaen_US
dc.date.accessioned2015-01-07T15:23:28Z
dc.date.available2016-03-02T19:36:56Zen
dc.date.issued2015-01en_US
dc.identifier.citationSong, Shuang; Su, Mengmeng; Kang, Cuiping; Liu, Hongyun; Zhang, Yuping; Mcbride‐chang, Catherine ; Tardif, Twila; Li, Hong; Liang, Weilan; Zhang, Zhixiang; Shu, Hua (2015). "Tracing children's vocabulary development from preschool through the schoolâ age years: an 8â year longitudinal study." Developmental Science 18(1): 119-131.en_US
dc.identifier.issn1363-755Xen_US
dc.identifier.issn1467-7687en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/109871
dc.description.abstractIn this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred and sixty‐four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept‐slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. “In this 8‐year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Three subgroups of lexical growth were classified, namely high‐high (with a large initial vocabulary size and a fast growth rate), low‐high (with a small initial vocabulary size and a fast growth rate) and low‐low (with a small initial vocabulary size and a slow growth rate) groups. Low‐high and low‐low groups were distinguishable mostly through phonological skills, morphological skills and other reading‐related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language‐related and reading‐related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development.”en_US
dc.publisherWiley Periodicals, Inc.en_US
dc.publisherGuilford Pressen_US
dc.titleTracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal studyen_US
dc.typeArticleen_US
dc.rights.robotsIndexNoFollowen_US
dc.subject.hlbsecondlevelPediatricsen_US
dc.subject.hlbtoplevelHealth Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/109871/1/desc12190.pdf
dc.identifier.doi10.1111/desc.12190en_US
dc.identifier.sourceDevelopmental Scienceen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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