Building Interoperable FHIR-Based Vocabulary Mapping Services: A Case Study of OHDSI Vocabularies and Mappings.

PubMed

Jiang, Guoqian; Kiefer, Richard; Prud'hommeaux, Eric; Solbrig, Harold R

2017-01-01

The OHDSI Common Data Model (CDM) is a deep information model, in which its vocabulary component plays a critical role in enabling consistent coding and query of clinical data. The objective of the study is to create methods and tools to expose the OHDSI vocabularies and mappings as the vocabulary mapping services using two HL7 FHIR core terminology resources ConceptMap and ValueSet. We discuss the benefits and challenges in building the FHIR-based terminology services.

XHTML Vocabulary

Science.gov Websites

content of resource. contentinfo contains meta information about the content on the page or the page as a Applications Vocabulary alert A message with important, and usually time-sensitive, information. Also see : true, false, or mixed. columnheader A cell containing header information for a column. combobox A

Effects of Multimedia Instruction on L2 Acquisition of High-Level, Low-Frequency English Vocabulary Words

ERIC Educational Resources Information Center

Cho, Euna

2017-01-01

The present study examined the effects of multimedia enhancement in video form in addition to textual information on L2 vocabulary instruction for high-level, low-frequency English words among Korean learners of English. Although input-based incidental learning of L2 vocabulary through extensive reading has been conventionally believed to be…

Effective Information Extraction Framework for Heterogeneous Clinical Reports Using Online Machine Learning and Controlled Vocabularies

PubMed Central

Zheng, Shuai; Ghasemzadeh, Nima; Hayek, Salim S; Quyyumi, Arshed A

2017-01-01

Background Extracting structured data from narrated medical reports is challenged by the complexity of heterogeneous structures and vocabularies and often requires significant manual effort. Traditional machine-based approaches lack the capability to take user feedbacks for improving the extraction algorithm in real time. Objective Our goal was to provide a generic information extraction framework that can support diverse clinical reports and enables a dynamic interaction between a human and a machine that produces highly accurate results. Methods A clinical information extraction system IDEAL-X has been built on top of online machine learning. It processes one document at a time, and user interactions are recorded as feedbacks to update the learning model in real time. The updated model is used to predict values for extraction in subsequent documents. Once prediction accuracy reaches a user-acceptable threshold, the remaining documents may be batch processed. A customizable controlled vocabulary may be used to support extraction. Results Three datasets were used for experiments based on report styles: 100 cardiac catheterization procedure reports, 100 coronary angiographic reports, and 100 integrated reports—each combines history and physical report, discharge summary, outpatient clinic notes, outpatient clinic letter, and inpatient discharge medication report. Data extraction was performed by 3 methods: online machine learning, controlled vocabularies, and a combination of these. The system delivers results with F1 scores greater than 95%. Conclusions IDEAL-X adopts a unique online machine learning–based approach combined with controlled vocabularies to support data extraction for clinical reports. The system can quickly learn and improve, thus it is highly adaptable. PMID:28487265

DSpace and customized controlled vocabularies

NASA Astrophysics Data System (ADS)

Skourlas, C.; Tsolakidis, A.; Kakoulidis, P.; Giannakopoulos, G.

2015-02-01

The open source platform of DSpace could be defined as a repository application used to provide access to digital resources. DSpace is installed and used by more than 1000 organizations worldwide. A predefined taxonomy of keyword, called the Controlled Vocabulary, can be used for describing and accessing the information items stored in the repository. In this paper, we describe how the users can create, and customize their own vocabularies. Various heterogeneous items, such as research papers, videos, articles and educational material of the repository, can be indexed in order to provide advanced search functionality using new controlled vocabularies.

A culturally and linguistically responsive vocabulary approach for young Latino dual language learners.

PubMed

Méndez, Lucía I; Crais, Elizabeth R; Castro, Dina C; Kainz, Kirsten

2015-02-01

This study examined the role of the language of vocabulary instruction in promoting English vocabulary in preschool Latino dual language learners (DLLs). The authors compared the effectiveness of delivering a single evidence-informed vocabulary approach using English as the language of vocabulary instruction (English culturally responsive [ECR]) versus using a bilingual modality that strategically combined Spanish and English (culturally and linguistically responsive [CLR]). Forty-two DLL Spanish-speaking preschoolers were randomly assigned to the ECR group (n=22) or CLR group (n=20). Thirty English words were presented during small-group shared readings in their preschools 3 times a week for 5 weeks. Multilevel models were used to examine group differences in postinstruction scores on 2 Spanish and 2 English vocabulary assessments at instruction end and follow-up. Children receiving instruction in the CLR bilingual modality had significantly higher posttest scores (than those receiving the ECR English-only instruction) on Spanish and English vocabulary assessments at instruction end and on the Spanish vocabulary assessment at follow-up, even after controlling for preinstruction scores. The results provide additional evidence of the benefits of strategically combining the first and second language to promote English and Spanish vocabulary development in this population. Future directions for research and clinical applications are discussed.

Effects of Hierarchy Vocabulary Exercises on English Vocabulary Acquisition

ERIC Educational Resources Information Center

Lin, Ching-Ying; Hsu, Wei Shu

2013-01-01

The purpose of the study was to compare the effectiveness of hierarchy vocabulary exercises and copying vocabulary exercises on EFL students' vocabulary acquisition and reading comprehension. Two specific factors were probed: (a) vocabulary gains and retention from different exercises; (b) reading comprehension performance through different…

Semantic representation of CDC-PHIN vocabulary using Simple Knowledge Organization System.

PubMed

Zhu, Min; Mirhaji, Parsa

2008-11-06

PHIN Vocabulary Access and Distribution System (VADS) promotes the use of standards based vocabulary within CDC information systems. However, the current PHIN vocabulary representation hinders its wide adoption. Simple Knowledge Organization System (SKOS) is a W3C draft specification to support the formal representation of Knowledge Organization Systems (KOS) within the framework of the Semantic Web. We present a method of adopting SKOS to represent PHIN vocabulary in order to enable automated information sharing and integration.

Enhancing Long-Term Retention of New Vocabulary Using Visual Images.

ERIC Educational Resources Information Center

Igelsrud, Karen

A practicum used a new learning tool to enhance long-term retention of new vocabulary. Sixteen seventh-graders in Language Arts, who had a long-term retention mean score of approximately 40% of newly learned vocabulary, increased their long-term retention of new vocabulary by 25% (a new mean of 65% of new vocabulary). Additional objectives…

Effective Information Extraction Framework for Heterogeneous Clinical Reports Using Online Machine Learning and Controlled Vocabularies.

PubMed

Zheng, Shuai; Lu, James J; Ghasemzadeh, Nima; Hayek, Salim S; Quyyumi, Arshed A; Wang, Fusheng

2017-05-09

Extracting structured data from narrated medical reports is challenged by the complexity of heterogeneous structures and vocabularies and often requires significant manual effort. Traditional machine-based approaches lack the capability to take user feedbacks for improving the extraction algorithm in real time. Our goal was to provide a generic information extraction framework that can support diverse clinical reports and enables a dynamic interaction between a human and a machine that produces highly accurate results. A clinical information extraction system IDEAL-X has been built on top of online machine learning. It processes one document at a time, and user interactions are recorded as feedbacks to update the learning model in real time. The updated model is used to predict values for extraction in subsequent documents. Once prediction accuracy reaches a user-acceptable threshold, the remaining documents may be batch processed. A customizable controlled vocabulary may be used to support extraction. Three datasets were used for experiments based on report styles: 100 cardiac catheterization procedure reports, 100 coronary angiographic reports, and 100 integrated reports-each combines history and physical report, discharge summary, outpatient clinic notes, outpatient clinic letter, and inpatient discharge medication report. Data extraction was performed by 3 methods: online machine learning, controlled vocabularies, and a combination of these. The system delivers results with F1 scores greater than 95%. IDEAL-X adopts a unique online machine learning-based approach combined with controlled vocabularies to support data extraction for clinical reports. The system can quickly learn and improve, thus it is highly adaptable. ©Shuai Zheng, James J Lu, Nima Ghasemzadeh, Salim S Hayek, Arshed A Quyyumi, Fusheng Wang. Originally published in JMIR Medical Informatics (http://medinform.jmir.org), 09.05.2017.

Using Vocabulary Notebooks for Vocabulary Acquisition and Teaching

ERIC Educational Resources Information Center

Dubiner, Deborah

2017-01-01

Vocabulary knowledge is recognized as an essential element for second language acquisition and reading comprehension. One known way to encourage and support vocabulary development amongst second language learners is keeping a vocabulary notebook. The primary purpose of the present study was to document two aspects of student teachers' own…

The Impact of Individual Differences on a Bilingual Vocabulary Approach for Latino Preschoolers.

PubMed

Méndez, Lucía I; Crais, Elizabeth R; Kainz, Kirsten

2018-04-17

The purpose of this study was twofold: First, we replicated in a new sample our previous findings that a culturally and linguistically responsive (CLR) bilingual approach for English vocabulary instruction for preschool Latino dual language learners was effective. Subsequently, we investigated whether the positive effect of CLR instruction varies as a function of individual child characteristics, including baseline vocabulary levels and gender. Using a randomized pretest-posttest follow-up group design, we first replicated our previous study (N = 42) with a new sample by randomly assigning 35 Spanish-speaking Latino preschoolers to a CLR bilingual group or an English-only group. The preschoolers received small-group evidence-informed shared readings targeting 30 English words 3 times a week for 5 weeks in their preschools. Vocabulary outcomes were measured using both standardized and researcher-developed measures. We subsequently conducted further studies with the combined sample size of 77 children to examine the variability in intervention effects related to child gender and baseline vocabulary levels. The direct replication study confirmed findings of our earlier work suggesting that the CLR bilingual approach promoted greater gains in L1 and L2 vocabulary than in an English-only approach. The extension studies revealed that the effect of the CLR bilingual vocabulary approach on English and Spanish vocabulary outcomes was not impacted by gender or vocabulary status at baseline. This study provides additional evidence of the benefits of strategically combining L1 and L2 for vocabulary instruction over an English-only approach. Our findings also suggest that preschool Latino dual language learners can benefit from a bilingual vocabulary instructional approach regardless of gender or baseline vocabulary levels in L1.

Utilizing OODB schema modeling for vocabulary management.

PubMed Central

Gu, H.; Cimino, J. J.; Halper, M.; Geller, J.; Perl, Y.

1996-01-01

Comprehension of complex controlled vocabularies is often difficult. We present a method, facilitated by an object-oriented database, for depicting such a vocabulary (the Medical Entities Dictionary (MED) from the Columbia-Presbyterian Medical Center) in a schematic way which uses a sparse inheritance network of area classes. The resulting Object Oriented Health Vocabulary repository (OOHVR) allows visualization of the 43,000 MED concepts as 90 area classes. This view has provided valuable information to those responsible with maintaining the MED. As a result, the MED organization has been improved and some previously-unrecognized errors and inconsistencies have been removed. We believe that this schematic approach allows improved comprehension of the gestalt of large controlled medical vocabulary. PMID:8947671

Efficacy of Using Vocabulary Flashcards in Braille

ERIC Educational Resources Information Center

Savaiano, Mackenzie E.; Lloyd, Blair P.; Hatton, Deborah D.

2017-01-01

This article reports on a study that examined whether vocabulary flashcards facilitate spelling acquisition. The study was designed to evaluate whether students who are blind can learn to spell words accurately and incidentally when academic vocabulary instruction is used. Auditory information was provided prior to the introduction of a flashcard,…

Managing Vocabulary Mapping Services

PubMed Central

Che, Chengjian; Monson, Kent; Poon, Kasey B.; Shakib, Shaun C.; Lau, Lee Min

2005-01-01

The efficient management and maintenance of large-scale and high-quality vocabulary mapping is an operational challenge. The 3M Health Information Systems (HIS) Healthcare Data Dictionary (HDD) group developed an information management system to provide controlled mapping services, resulting in improved efficiency and quality maintenance. PMID:16779203

NASA thesaurus. Volume 2: Access vocabulary

NASA Technical Reports Server (NTRS)

1985-01-01

The Access Vocabulary, which is essentially a permuted index, provides access to any word or number in authorized postable and nonpostable terms. Additional entries include postable and nonpostable terms, other word entries, and pseudo-multiword terms that are permutations of words that contain words within words. The Access Vocabulary contains 40,738 entries that give increased access to the hierarchies in Volume 1 - Hierarchical Listing.

NASA Thesaurus. Volume 2: Access vocabulary

NASA Technical Reports Server (NTRS)

1982-01-01

The Access Vocabulary, which is essentially a permuted index, provides access to any word or number in authorized postable and nonpostable terms. Additional entries include postable and nonpostable terms, other word entries, and pseudo-multiword terms that are permutations of words that contain words within words. The Access Vocabulary contains, 40,661 entries that give increased access to he hierarchies in Volume 1 - Hierarchical Listing.

NASA thesaurus. Volume 2: Access vocabulary

NASA Technical Reports Server (NTRS)

1988-01-01

The access vocabulary, which is essentially a permuted index, provides access to any word or number in authorized postable and nonpostable terms. Additional entries include postable and nonpostable terms, other word entries and pseudo-multiword terms that are permutations of words that contain words within words. The access vocabulary contains almost 42,000 entries that give increased access to the hierarchies in Volume 1 - Hierarchical Listing.

Explicit Vocabulary Instruction

ERIC Educational Resources Information Center

Young-Davy, Belinda

2014-01-01

One of the questions facing language instructors is how direct vocabulary instruction should be. Much recent research into vocabulary acquisition and studies of learning strategies strongly indicates that the explicit vocabulary learning vs. implicit vocabulary learning issue is not a dichotomy, but rather a continuum (Hunt and Belgar, 2005; Lee…

Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context

ERIC Educational Resources Information Center

Faraj, Avan Kamal Aziz

2015-01-01

Vocabulary acquisition has been a main concern of EFL English teachers and learners. There have been tons of research to examine the student's level of receptive vocabulary and productive vocabulary, but no research has conducted on how turning receptive vocabulary into productive vocabulary. This study has reported the impact of the teaching…

Vocabulary Knowledge of Children With Cochlear Implants: A Meta-Analysis

PubMed Central

2016-01-01

This article employs meta-analysis procedures to evaluate whether children with cochlear implants demonstrate lower spoken-language vocabulary knowledge than peers with normal hearing. Of the 754 articles screened and 52 articles coded, 12 articles met predetermined inclusion criteria (with an additional 5 included for one analysis). Effect sizes were calculated for relevant studies and forest plots were used to compare differences between groups of children with normal hearing and children with cochlear implants. Weighted effect size averages for expressive vocabulary measures (g = −11.99; p < .001) and for receptive vocabulary measures (g = −20.33; p < .001) indicated that children with cochlear implants demonstrate lower vocabulary knowledge than children with normal hearing. Additional analyses confirmed the value of comparing vocabulary knowledge of children with hearing loss to a tightly matched (e.g., socioeconomic status-matched) sample. Age of implantation, duration of implantation, and chronological age at testing were not significantly related to magnitude of weighted effect size. Findings from this analysis represent a first step toward resolving discrepancies in the vocabulary knowledge literature. PMID:26712811

Water Quality Vocabulary Development and Deployment

NASA Astrophysics Data System (ADS)

Simons, B. A.; Yu, J.; Cox, S. J.

2013-12-01

Semantic descriptions of observed properties and associated units of measure are fundamental to understanding of environmental observations, including groundwater, surface water and marine water quality. Semantic descriptions can be captured in machine-readable ontologies and vocabularies, thus providing support for the annotation of observation values from the disparate data sources with appropriate and accurate metadata, which is critical for achieving semantic interoperability. However, current stand-alone water quality vocabularies provide limited support for cross-system comparisons or data fusion. To enhance semantic interoperability, the alignment of water-quality properties with definitions of chemical entities and units of measure in existing widely-used vocabularies is required. Modern ontologies and vocabularies are expressed, organized and deployed using Semantic Web technologies. We developed an ontology for observed properties (i.e. a model for expressing appropriate controlled vocabularies) which extends the NASA/TopQuadrant QUDT ontology for Unit and QuantityKind with two additional classes and two properties (see accompanying paper by Cox, Simons and Yu). We use our ontology to populate the Water Quality vocabulary with a set of individuals of each of the four key classes (and their subclasses), and add appropriate relationships between these individuals. This ontology is aligned with other relevant stand-alone Water Quality vocabularies and domain ontologies. Developing the Water Quality vocabulary involved two main steps. First, the Water Quality vocabulary was populated with individuals of the ObservedProperty class, which was determined from a census of existing datasets and services. Each ObservedProperty individual relates to other individuals of Unit and QuantityKind (taken from QUDT where possible), and to IdentifiedObject individuals. As a large fraction of observed water quality data are classified by the chemical substance involved, the

Visualizing Vocabulary

ERIC Educational Resources Information Center

Skophammer, Karen

2012-01-01

Vocabulary can become tedious and a chore if it is approached as such. By making art terms and vocabulary meaningful, students will remember and use them for years to come. In this article, the author describes two vocabulary review projects that work wonderfully and create great works of art: (1) cursive creature rubbings; and (2) bubbling bodies…

Conceptually based vocabulary intervention: second graders' development of vocabulary words.

PubMed

Dimling, Lisa M

2010-01-01

An instructional strategy was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took part in the 30-minute intervention over 6-8 weeks, learning 12 new vocabulary words each week by means of the three intervention components: (a) word introduction, (b) word activity (semantic mapping), and (c) practice. Results indicated that the vocabulary intervention successfully improved all students' recognition, production, and comprehension of the vocabulary words and phrases.

Vocabulary Knowledge and Vocabulary Use in Second Language Writing

ERIC Educational Resources Information Center

Johnson, Mark D.; Acevedo, Anthony; Mercado, Leonardo

2016-01-01

Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to…

Moving Controlled Vocabularies into the Semantic Web

NASA Astrophysics Data System (ADS)

Thomas, R.; Lowry, R. K.; Kokkinaki, A.

2015-12-01

One of the issues with legacy oceanographic data formats is that the only tool available for describing what a measurement is and how it was made is a single metadata tag known as the parameter code. The British Oceanographic Data Centre (BODC) has been supporting the international oceanographic community gain maximum benefit from this through a controlled vocabulary known as the BODC Parameter Usage Vocabulary (PUV). Over time this has grown to over 34,000 entries some of which have preferred labels with over 400 bytes of descriptive information detailing what was measured and how. A decade ago the BODC pioneered making this information available in a more useful form with the implementation of a prototype vocabulary server (NVS) that referenced each 'parameter code' as a URL. This developed into the current server (NVS V2) in which the parameter URL resolves into an RDF document based on the SKOS data model which includes a list of resource URLs mapped to the 'parameter'. For example the parameter code for a contaminant in biota, such as 'cadmium in Mytilus edulis', carries RDF triples leading to the entry for Mytilus edulis in the WoRMS and for cadmium in the ChEBI ontologies. By providing links into these external ontologies the information captured in a 1980s parameter code now conforms to the Linked Data paradigm of the Semantic Web, vastly increasing the descriptive information accessible to a user. This presentation will describe the next steps along the road to the Semantic Web with the development of a SPARQL end point1 to expose the PUV plus the 190 other controlled vocabularies held in NVS. Whilst this is ideal for those fluent in SPARQL, most users require something a little more user-friendly and so the NVS browser2 was developed over the end point to allow less technical users to query the vocabularies and navigate the NVS ontology. This tool integrates into an editor that allows vocabulary content to be manipulated by authorised users outside BODC

Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia

ERIC Educational Resources Information Center

Baharudin, Harun; Ismail, Zawawi

2014-01-01

Vocabulary learning strategies and vocabulary size are among the main factors that help determine how students learn second language vocabulary. The present study was an attempt to exploring the relationship between vocabulary learning strategies and Arabic vocabulary size of 742 pre-university in "Religious High School" (SMKA) and…

Controlled Vocabulary Service Application for Environmental Data Store

NASA Astrophysics Data System (ADS)

Ji, P.; Piasecki, M.; Lovell, R.

2013-12-01

In this paper we present a controlled vocabulary service application for Environmental Data Store (EDS). The purpose for such application is to help researchers and investigators to archive, manage, share, search, and retrieve data efficiently in EDS. The Simple Knowledge Organization System (SKOS) is used in the application for the representation of the controlled vocabularies coming from EDS. The controlled vocabularies of EDS are created by collecting, comparing, choosing and merging controlled vocabularies, taxonomies and ontologies widely used and recognized in geoscience/environmental informatics community, such as Environment ontology (EnvO), Semantic Web for Earth and Environmental Terminology (SWEET) ontology, CUAHSI Hydrologic Ontology and ODM Controlled Vocabulary, National Environmental Methods Index (NEMI), National Water Information System (NWIS) codes, EPSG Geodetic Parameter Data Set, WQX domain value etc. TemaTres, an open-source, web -based thesaurus management package is employed and extended to create and manage controlled vocabularies of EDS in the application. TemaTresView and VisualVocabulary that work well with TemaTres, are also integrated in the application to provide tree view and graphical view of the structure of vocabularies. The Open Source Edition of Virtuoso Universal Server is set up to provide a Web interface to make SPARQL queries against controlled vocabularies hosted on the Environmental Data Store. The replicas of some of the key vocabularies commonly used in the community, are also maintained as part of the application, such as General Multilingual Environmental Thesaurus (GEMET), NetCDF Climate and Forecast (CF) Standard Names, etc.. The application has now been deployed as an elementary and experimental prototype that provides management, search and download controlled vocabularies of EDS under SKOS framework.

Re-use of standard ontologies in a water quality vocabulary (Invited)

NASA Astrophysics Data System (ADS)

Cox, S. J.; Simons, B.; Yu, J.

2013-12-01

Observations provide the key constraints on environmental and earth science investigations. Where an investigation uses data sourced from multiple providers, data fusion depends on the observation classifications being comparable. Standard models for observation metadata are available (ISO 19156) which provide slots for key classifiers, in particular, the observed property and observation procedure. While universal use of common vocabularies might be desirable in achieving interoperability, this is unlikely in practice. However, semantic web vocabularies provide the means for asserting proximity and other relationships between items in different vocabularies, thus enabling mediation as an interoperability solution. Here we report on the development of a vocabulary for water quality observations in which recording relationships with existing vocabularies was a core strategy. The vocabulary is required to enable combination of a number of groundwater, surface water and marine water quality datasets on an ongoing basis. Our vocabulary model is based on the principle that observations generally report values of specific parameters which are defined by combining a number of facets. We start from Quantities, Units, Dimensions and Data Types (QUDT), which is an OWL ontology developed by NASA and TopQuadrant. We extend this with two additional classes, for Observed Property and Identified Object, and two linking properties, which enable us to create an observed property vocabulary for water quality applications. This ontology is comparable with models for observed properties developed as part of OGC's Observations and Measurements v1.0 standard, the INSPIRE Generic Conceptual Model, and may also be compared with the W3C SSN Ontology, which is based on the DOLCE Ultralite upper-ontology. Water quality observations commonly report concentrations of chemicals, both natural and contaminant, so we tie many of the Identified Objects to items from Chemical Entities of Biological

Building Corpus-Informed Word Lists for L2 Vocabulary Learning in Nine Languages

ERIC Educational Resources Information Center

Charalabopoulou, Frieda; Gavrilidou, Maria; Kokkinakis, Sofie Johansson; Volodina, Elena

2012-01-01

Lexical competence constitutes a crucial aspect in L2 learning, since building a rich repository of words is considered indispensable for successful communication. CALL practitioners have experimented with various kinds of computer-mediated glosses to facilitate L2 vocabulary building in the context of incidental vocabulary learning. Intentional…

Vocabulary services to support scientific data interoperability

NASA Astrophysics Data System (ADS)

Cox, Simon; Mills, Katie; Tan, Florence

2013-04-01

collaborators using SISSvoc3, including: * geologic timescale (multiple versions) * soils classification * definitions from OGC standards * geosciml vocabularies * mining commodities * hyperspectral scalars Several other agencies in Australia have adopted SISSvoc3 for their vocabularies. SISSvoc3 differs from other SKOS-based vocabulary-access APIs such as GEMET [3] and NVS [4] in that (a) the service is decoupled from the content store, (b) the service URI is independent of the content URIs This means that a SISSvoc3 interface can be deployed over any SKOS vocabulary which is available at a SPARQL endpoint. As an example, a SISSvoc3 query and presentation interface has been deployed over the NERC vocabulary service hosted by the BODC, providing a search interface which is not available natively. We use vocabulary services to populate menus in user interfaces, to support data validation, and to configure data conversion routines. Related services built on LDA have also been used as a generic registry interface, and extended for serving gazetteer information. ACKNOWLEDGEMENTS The CSIRO SISSvoc3 implementation is built using the Epimorphics ELDA platform http://code.google.com/p/elda/. We thank Jacqui Githaiga and Terry Rankine for their contributions to SISSvoc design and implementation. REFERENCES 1. SISSvoc3 Specification https://www.seegrid.csiro.au/wiki/Siss/SISSvoc30Specification 2. Linked Data API http://code.google.com/p/linked-data-api/wiki/Specification 3. GEMET https://svn.eionet.europa.eu/projects/Zope/wiki/GEMETWebServiceAPI 4. NVS 2.0 http://vocab.nerc.ac.uk/

Indexing Learning Objects: Vocabularies and Empirical Investigation of Consistency

ERIC Educational Resources Information Center

Kabel, Suzanne; De Hoog, Robert; Wielinga, Bob; Anjewierden, Anjo

2004-01-01

In addition to the LOM standard and instructional design specifications, as well as domain specific indexing vocabularies, a structured indexing vocabulary for the more elementary learning objects is advisable in order to support retrieval tasks of developers. Furthermore, because semantic indexing is seen as a difficult task, three issues…

Investigating Arabic Academic Vocabulary Knowledge Among Middle School Pupils: Receptive Versus Productive Knowledge.

PubMed

Makhoul, Baha

2017-08-01

The current study attempted to investigate the development of Arabic academic vocabulary knowledge among middle-school Arabic native speakers, taking into account the socioeconomic status of the Arab population in Israel. For this purpose, Arabic academic word list was developed, mapping the required academic words that are needed for adequate coping with informational texts as appearing in the different content areas text-books. Six-hundred Arabic speaking middle school pupils from the different areas in Israel, representing the different Arab subgroups: general Arab community, Druze and Bedouins, have participated in the current study. Two academic vocabulary tests, including receptive and productive academic vocabulary evaluation tests, were administrated to the students across the different age groups (7th, 8th and 9th). The results pointed to no significant difference between 7th and 9th grade in academic vocabulary knowledge. In contrast, significant difference was encountered between the different Arab sub-groups where the lowest scores were noted among the Bedouin sub-group, characterized by the lowest SES. When comparing receptive and productive academic vocabulary knowledge between 7th and 9th grade, the results pointed to improvement in receptive academic knowledge towards the end of middle school but not on the productive knowledge level. In addition, within participants' comparison indicated a gap between the pupils' receptive and productive vocabulary. The results are discussed in relation to the existing scientific literature and to its implication of both research and practice in the domain of Arabic literacy development.

German Vocabulary.

ERIC Educational Resources Information Center

Coombs, Virginia M.

This article discusses in general terms derivational aspects of English vocabulary. Citing examples of Anglo-Saxon origin, the author provides a glimpse into the nature of the interrelatedness of English, German, and French vocabulary. (RL)

The Relationship between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge

ERIC Educational Resources Information Center

Zhang, Xian; Lu, Xiaofei

2015-01-01

This study investigated the relationship between vocabulary learning strategies and vocabulary breadth and depth knowledge. One hundred and fifty first-year university students in China took the Vocabulary Levels Test, a meaning recall task, and the Depth of Vocabulary Knowledge Test. The first two tests were used to elicit two types of vocabulary…

Semantic Web-based Vocabulary Broker for Open Science

NASA Astrophysics Data System (ADS)

Ritschel, B.; Neher, G.; Iyemori, T.; Murayama, Y.; Kondo, Y.; Koyama, Y.; King, T. A.; Galkin, I. A.; Fung, S. F.; Wharton, S.; Cecconi, B.

2016-12-01

Keyword vocabularies are used to tag and to identify data of science data repositories. Such vocabularies consist of controlled terms and the appropriate concepts, such as GCMD1 keywords or the ESPAS2 keyword ontology. The Semantic Web-based mash-up of domain-specific, cross- or even trans-domain vocabularies provides unique capabilities in the network of appropriate data resources. Based on a collaboration between GFZ3, the FHP4, the WDC for Geomagnetism5 and the NICT6 we developed the concept of a vocabulary broker for inter- and trans-disciplinary data detection and integration. Our prototype of the Semantic Web-based vocabulary broker uses OSF7 for the mash-up of geo and space research vocabularies, such as GCMD keywords, ESPAS keyword ontology and SPASE8 keyword vocabulary. The vocabulary broker starts the search with "free" keywords or terms of a specific vocabulary scheme. The vocabulary broker almost automatically connects the different science data repositories which are tagged by terms of the aforementioned vocabularies. Therefore the mash-up of the SKOS9 based vocabularies with appropriate metadata from different domains can be realized by addressing LOD10 resources or virtual SPARQL11 endpoints which maps relational structures into the RDF format12. In order to demonstrate such a mash-up approach in real life, we installed and use a D2RQ13 server for the integration of IUGONET14 data which are managed by a relational database. The OSF based vocabulary broker and the D2RQ platform are installed at virtual LINUX machines at the Kyoto University. The vocabulary broker meets the standard of a main component of the WDS15 knowledge network. The Web address of the vocabulary broker is http://wdcosf.kugi.kyoto-u.ac.jp 1 Global Change Master Directory2 Near earth space data infrastructure for e-science3 German Research Centre for Geosciences4 University of Applied Sciences Potsdam5 World Data Center for Geomagnetism Kyoto6 National Institute of Information and

Service Learning: Flooding Students with Vocabulary through Read Alouds

ERIC Educational Resources Information Center

Holmes, Kerry; Thompson, Judith

2014-01-01

In the spirit of the Steven Stahl 600 Book Kid Challenge, 90 preservice teachers engaged children in 36 read-aloud sessions for a vocabulary improvement service learning project. This article describes how the preservice teachers used narrative and informational books as a vehicle for rare-word vocabulary exposure for children ages 8-12.

Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge

ERIC Educational Resources Information Center

Teng, Feng

2015-01-01

This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use.…

Fundamental Vocabulary Selection Based on Word Familiarity

NASA Astrophysics Data System (ADS)

Sato, Hiroshi; Kasahara, Kaname; Kanasugi, Tomoko; Amano, Shigeaki

This paper proposes a new method for selecting fundamental vocabulary. We are presently constructing the Fundamental Vocabulary Knowledge-base of Japanese that contains integrated information on syntax, semantics and pragmatics, for the purposes of advanced natural language processing. This database mainly consists of a lexicon and a treebank: Lexeed (a Japanese Semantic Lexicon) and the Hinoki Treebank. Fundamental vocabulary selection is the first step in the construction of Lexeed. The vocabulary should include sufficient words to describe general concepts for self-expandability, and should not be prohibitively large to construct and maintain. There are two conventional methods for selecting fundamental vocabulary. The first is intuition-based selection by experts. This is the traditional method for making dictionaries. A weak point of this method is that the selection strongly depends on personal intuition. The second is corpus-based selection. This method is superior in objectivity to intuition-based selection, however, it is difficult to compile a sufficiently balanced corpora. We propose a psychologically-motivated selection method that adopts word familiarity as the selection criterion. Word familiarity is a rating that represents the familiarity of a word as a real number ranging from 1 (least familiar) to 7 (most familiar). We determined the word familiarity ratings statistically based on psychological experiments over 32 subjects. We selected about 30,000 words as the fundamental vocabulary, based on a minimum word familiarity threshold of 5. We also evaluated the vocabulary by comparing its word coverage with conventional intuition-based and corpus-based selection over dictionary definition sentences and novels, and demonstrated the superior coverage of our lexicon. Based on this, we conclude that the proposed method is superior to conventional methods for fundamental vocabulary selection.

Cross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.

PubMed

Maier, Michelle F; Bohlmann, Natalie L; Palacios, Natalia A

The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's ( N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages.

Teaching Vocabulary: An Annotated Bibliography.

ERIC Educational Resources Information Center

Weinrib, Alice

1994-01-01

Discusses seven books on vocabulary instruction in second language classrooms: (1) "Working With Words" (Gairns and Redman); (2) "Crossword Puzzles for Beginners" (Mollica); (3) "Vocabulary Posters" (Mollica); (4) "Vocabulary" (Morgan and Rinvolucri); (5) "Teaching and Learning Vocabulary"…

Control vocabulary software designed for CMIP6

NASA Astrophysics Data System (ADS)

Nadeau, D.; Taylor, K. E.; Williams, D. N.; Ames, S.

2016-12-01

The Coupled Model Intercomparison Project Phase 6 (CMIP6) coordinates a number of intercomparison activities and includes many more experiments than its predecessor, CMIP5. In order to organize and facilitate use of the complex collection of expected CMIP6 model output, a standard set of descriptive information has been defined, which must be stored along with the data. This standard information enables automated machine interpretation of the contents of all model output files. The standard metadata is stored in compliance with the Climate and Forecast (CF) standard, which ensures that it can be interpreted and visualized by many standard software packages. Additional attributes (not standardized by CF) are required by CMIP6 to enhance identification of models and experiments, and to provide additional information critical for interpreting the model results. To ensure that CMIP6 data complies with the standards, a python program called "PrePARE" (Pre-Publication Attribute Reviewer for the ESGF) has been developed to check the model output prior to its publication and release for analysis. If, for example, a required attribute is missing or incorrect (e.g., not included in the reference CMIP6 controlled vocabularies), then PrePare will prevent publication. In some circumstances, missing attributes can be created or incorrect attributes can be replaced automatically by PrePARE, and the program will warn users about the changes that have been made. PrePARE provides a final check on model output assuring adherence to a baseline conformity across the output from all CMIP6 models which will facilitate analysis by climate scientists. PrePARE is flexible and can be easily modified for use by similar projects that have a well-defined set of metadata and controlled vocabularies.

Event-related potentials during word mapping to object shape predict toddlers' vocabulary size

PubMed Central

Borgström, Kristina; Torkildsen, Janne von Koss; Lindgren, Magnus

2015-01-01

What role does attention to different object properties play in early vocabulary development? This longitudinal study using event-related potentials in combination with behavioral measures investigated 20- and 24-month-olds' (n = 38; n = 34; overlapping n = 24) ability to use object shape and object part information in word-object mapping. The N400 component was used to measure semantic priming by images containing shape or detail information. At 20 months, the N400 to words primed by object shape varied in topography and amplitude depending on vocabulary size, and these differences predicted productive vocabulary size at 24 months. At 24 months, when most of the children had vocabularies of several hundred words, the relation between vocabulary size and the N400 effect in a shape context was weaker. Detached object parts did not function as word primes regardless of age or vocabulary size, although the part-objects were identified behaviorally. The behavioral measure, however, also showed relatively poor recognition of the part-objects compared to the shape-objects. These three findings provide new support for the link between shape recognition and early vocabulary development. PMID:25762957

Cross-Language Associations in the Development of Preschoolers’ Receptive and Expressive Vocabulary

PubMed Central

Maier, Michelle F.; Bohlmann, Natalie L.; Palacios, Natalia A.

2016-01-01

The increasing population of dual language learners (DLLs) entering preschool classrooms highlights a continued need for research on the development of dual language acquisition, and specifically vocabulary skills, in this age group. This study describes young DLL children's (N = 177) vocabulary development in both English and Spanish simultaneously, and how vocabulary skills in each language relate to one another, during a contextual shift that places greater emphasis on the acquisition of academic English language skills. Findings demonstrated that DLL preschoolers made gains in vocabulary in both languages with more change evidenced in receptive, in comparison to expressive, vocabulary as well as in English in comparison to Spanish. When examining whether children's vocabulary scores in one language at the beginning of preschool interact with their vocabulary scores in the other language to predict vocabulary growth, no significant associations were found for receptive vocabulary. In contrast, the interaction between initial English and Spanish expressive vocabulary scores was negatively related to growth in English expressive vocabulary. This cross-language association suggests that children who have low expressive vocabulary skills in both languages tend to grow faster in their English expressive vocabulary. The study extends previous work on dual language development by examining growth in expressive and receptive vocabulary in both English and Spanish. It also provides suggestions for future work to inform a more comprehensive understanding of DLL children's development in both languages. PMID:26807002

Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles

ERIC Educational Resources Information Center

Bardakçi, Mehmet

2016-01-01

Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles…

L2 Vocabulary Research and Instructional Practices: Where Are the Gaps?

ERIC Educational Resources Information Center

Rossiter, Marian J.; Abbott, Marilyn L.; Kushnir, Andrea

2016-01-01

This study investigates the vocabulary knowledge, beliefs, and practices of adult English as a second language (ESL) instructors. Thirty participants responded to an online survey designed to elicit information regarding their knowledge and beliefs; approaches to assessment; vocabulary teaching techniques and strategies; instructional practices…

Vocabulary at the Center

ERIC Educational Resources Information Center

Benjamin, Amy; Crow, John T.

2009-01-01

In "Vocabulary at the Center," Amy Benjamin and John T. Crow identify the most effective methods for extending the use of new words--in every grade level and across all subjects. This book shows teachers how to use context-driven exercises to incorporate new words into other areas of study. This book contains information about the authors, an…

Human simulations of vocabulary learning.

PubMed

Gillette, J; Gleitman, H; Gleitman, L; Lederer, A

1999-12-07

The work reported here experimentally investigates a striking generalization about vocabulary acquisition: Noun learning is superior to verb learning in the earliest moments of child language development. The dominant explanation of this phenomenon in the literature invokes differing conceptual requirements for items in these lexical categories: Verbs are cognitively more complex than nouns and so their acquisition must await certain mental developments in the infant. In the present work, we investigate an alternative hypothesis; namely, that it is the information requirements of verb learning, not the conceptual requirements, that crucially determine the acquisition order. Efficient verb learning requires access to structural features of the exposure language and thus cannot take place until a scaffolding of noun knowledge enables the acquisition of clause-level syntax. More generally, we experimentally investigate the hypothesis that vocabulary acquisition takes place via an incremental constraint-satisfaction procedure that bootstraps itself into successively more sophisticated linguistic representations which, in turn, enable new kinds of vocabulary learning. If the experimental subjects were young children, it would be difficult to distinguish between this information-centered hypothesis and the conceptual change hypothesis. Therefore the experimental "learners" are adults. The items to be "acquired" in the experiments were the 24 most frequent nouns and 24 most frequent verbs from a sample of maternal speech to 18-24-month-old infants. The various experiments ask about the kinds of information that will support identification of these words as they occur in mother-to-child discourse. Both the proportion correctly identified and the type of word that is identifiable changes significantly as a function of information type. We discuss these results as consistent with the incremental construction of a highly lexicalized grammar by cognitively and pragmatically

Vocabulary Visits: Virtual Field Trips for Content Vocabulary Development

ERIC Educational Resources Information Center

Blachowicz, Camille L. Z.; Obrochta, Connie

2005-01-01

A significant body of research suggests that wide differences in concept and vocabulary knowledge exacerbate the achievement gap among students, especially in schools with large numbers of children of poverty. Educators sometimes attribute this difference to the Matthew effect: the sad reality that having a well-developed vocabulary allows a…

The role of primary caregiver vocabulary knowledge in the development of bilingual children’s vocabulary skills

PubMed Central

Buac, Milijana; Gross, Megan; Kaushanskaya, Margarita

2015-01-01

Purpose The current study examined the impact of environmental factors (SES, the percent of language exposure to English and to Spanish, and primary caregivers’ vocabulary knowledge) on bilingual children’s vocabulary skills. Method We measured vocabulary skills of 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers’ vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages. Results Multiple regression analyses indicated that primary caregivers’ vocabulary knowledge, the child’s percent exposure to each language, and SES were robust predictors of children’s English, but not Spanish, vocabulary skills. Conclusions These findings indicate that in the early school age, primary caregiver vocabulary skills have a stronger impact on bilingual children’s second-language than native-language vocabulary. PMID:24824882

Effects of Expanded Vocabulary Support on L2 Listening Comprehension

ERIC Educational Resources Information Center

Pan, Yi-Chun; Tsai, Tzung-Hung; Huang, Yueh-Kuey; Liu, Dilin

2018-01-01

Various forms of pre-listening support, such as the provision of vocabulary and topic information, have been used to help second language (L2) learners better understand what they listen to. Results of studies on the effects of vocabulary support have been mixed. Furthermore, there has been little research on the effects of different quantities of…

Progress Report on the Development of a Laser/Maser Vocabulary.

ERIC Educational Resources Information Center

Lerner, Rita G.

The development of a laser/maser vocabulary follows the pattern established earlier in two similar projects--(1) Development of a Multi-Coordinate Vocabulary--Chemical Physics, and (2) Development of a Multi-Coordinate Index--Plasma Physics. A set of lists of terms judged to be important to a user of information was developed by a specialist in…

Use of standard vocabulary services in validation of water resources data

NASA Astrophysics Data System (ADS)

Yu, Jonathan; Cox, Simon; Ratcliffe, David

2010-05-01

Ontology repositories are increasingly being exposed through vocabulary and concept services. Primarily this is in support of resource discovery. Thesaurus functionality and even more sophisticated reasoning offers the possibility of overcoming the limitations of simple text-matching and tagging which is the basis of most search. However, controlled vocabularies have other important roles in distributed systems: in particular in constraining content validity. A national water information system established by the Australian Bureau of Meterorology ('the Bureau') has deployed a system for ingestion of data from multiple providers. This uses a http interface onto separately maintained vocabulary services as part of the quality assurance chain. With over 200 data providers potentially transferring data to the Bureau, a standard XML-based Water Data Transfer Format (WDTF) was developed for receipt of data into an integrated national water information system. The WDTF schema was built upon standards from the Open Geospatial Consortium (OGC). The structure and syntax specified by a W3C XML Schema is complemented by additional constraints described using Schematron. These implement important content requirements and business rules including: • Restricted cardinality: where optional elements and attributes inherited from the base standards become mandatory in the application, or repeatable elements or attributes are limited to one or omitted. For example, the sampledFeature element from O&M is optional but is mandatory for a samplingPoint element in WDTF. • Vocabulary checking: WDTF data use seventeen vocabularies or code lists derived from Regulations under the Commonwealth Water Act 2007. Examples of codelists are the Australian Water Regulations list, observed property vocabulary, and units of measures. • Contextual constraints: in many places, the permissible value is dependent on the value of another field. For example, within observations the unit of measure

Controlled Vocabularies and Ontologies for Oceanographic Data: The R2R Eventlogger Project

NASA Astrophysics Data System (ADS)

Coburn, E.; Maffei, A. R.; Chandler, C. L.; Raymond, L. M.

2012-12-01

Research vessels coordinated by the United States University-National Oceanographic Laboratory System (US-UNOLS) collect data which is considered an important oceanographic resource. The NSF-funded Rolling Deck to Repository (R2R) project aims to improve access to this data and diminish the barriers to use. One aspect of the R2R project has been to develop a shipboard scientific event logging system, Eventlogger, that incorporates best practice guidelines, controlled vocabularies, a cruise metadata schema, and a scientific event log. This will facilitate the eventual ingestion of datasets into oceanographic data repositories for subsequent integration and synthesis by investigators. One important aspect of this system is the careful use of controlled vocabularies and ontologies. Existing ontologies, where available, will be used and others will be developed. The use of internationally-informed, consensus-driven controlled vocabularies will make datasets more interoperable, and discoverable. The R2R Eventlogger project is led by Woods Hole Oceanographic Institution (WHOI), and the management of the controlled vocabularies and mapping of these vocabularies to authoritative community vocabularies are led by the Data Librarian in the Marine Biological Laboratory/Woods Hole Oceanographic Institution (MBLWHOI) Library. The first target vocabulary is oceanographic instruments. Management of this vocabulary has thus far consisted of reconciling local community terms with the more widely used SeaDataNet Device Vocabulary terms. Rather than adopt existing terms, often the local terms are mapped by data managers in the NSF-funded Biological and Chemical Oceanographic Data Management Office (BCO-DMO) to the existing terms as they are given by investigators and often provide important information and meaning. New terms (often custom, or modified instruments) are submitted for review to the SeaDataNet community listserv for discussion and eventual incorporation into the Device

Food and Feed Commodity Vocabulary

EPA Pesticide Factsheets

Food and Feed Vocabulary was developed to consolidate all the major OPP Commodity Vocabularies into one standardized vocabulary. The EPA-preferred term is the only term that can be used in setting tolerances.

Why and How EFL Students Learn Vocabulary in Parliamentary Debate Class

ERIC Educational Resources Information Center

Aclan, Eunice M.; Aziz, Noor Hashima Abdul

2015-01-01

Vocabulary, the backbone of any language including English, is foundational for listening, speaking, reading and writing. These four macro-skills are necessary not only in gaining knowledge as English is the language to access major information sources particularly the World Wide Web but also in the demanding globalized workplace. Vocabulary is…

Conceptually Based Vocabulary Intervention: Second Graders' Development of Vocabulary Words

ERIC Educational Resources Information Center

Dimling, Lisa M.

2010-01-01

An instructional strategy was investigated that addressed the needs of deaf and hard of hearing students through a conceptually based sign language vocabulary intervention. A single-subject multiple-baseline design was used to determine the effects of the vocabulary intervention on word recognition, production, and comprehension. Six students took…

A Mobile Game-Based English Vocabulary Practice System Based on Portfolio Analysis

ERIC Educational Resources Information Center

Wu, Ting-Ting; Huang, Yueh-Min

2017-01-01

English learning has become a vital educational strategy in many non-English-speaking countries. Vocabulary is a critical element for language learners. Therefore, developing sufficient vocabulary knowledge enables effective communication. However, learning a foreign language is difficult and stressful. In addition, memorizing English vocabulary…

MALL in the Wild: Learners' Designs for Scaffolding Vocabulary Learning Trajectories

ERIC Educational Resources Information Center

Underwood, Joshua; Luckin, Rosemary; Winters, Niall

2014-01-01

This study aims to inform the design of mobile apps for vocabulary learning. Learning vocabulary involves developing, connecting, and sustaining various types of knowledge and skills. Learners do not typically acquire these all at once, but rather over the course of distinct episodes of activity. Yet, little is known about learning experience…

The Effect of Meaning-Focused Listening Input on Iranian Intermediate EFL Learners' Productive Vocabulary Size

ERIC Educational Resources Information Center

Noughabi, Mostafa Azari

2017-01-01

Vocabulary as a significant component of language learning has been widely researched. As well, it is well documented that vocabulary could be learned through listening and reading. In addition, measuring productive vocabulary has been a chief concern among scholars. However, few studies have focused on meaning-focused listening input and its…

Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

ERIC Educational Resources Information Center

Hunt, Meghan; Feng, Jay

2016-01-01

This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development.

PubMed

Thompson, G Brian; Fletcher-Flinn, Claire M; Wilson, Kathryn J; McKay, Michael F; Margrain, Valerie G

2015-03-01

Predictions from theories of the processes of word reading acquisition have rarely been tested against evidence from exceptionally early readers. The theories of Ehri, Share, and Byrne, and an alternative, Knowledge Sources theory, were so tested. The former three theories postulate that full development of context-free letter sounds and awareness of phonemes are required for normal acquisition, while the claim of the alternative is that with or without such, children can use sublexical information from their emerging reading vocabularies to acquire word reading. Results from two independent samples of children aged 3-5, and 5 years, with mean word reading levels of 7 and 9 years respectively, showed underdevelopment of their context-free letter sounds and phoneme awareness, relative to their word reading levels and normal comparison samples. Despite such underdevelopment, these exceptional readers engaged in a form of phonological recoding that enabled pseudoword reading, at the level of older-age normal controls matched on word reading level. Moreover, in the 5-year-old sample further experiments showed that, relative to normal controls, they had a bias toward use of sublexical information from their reading vocabularies for phonological recoding of heterophonic pseudowords with irregular consistent spelling, and were superior in accessing word meanings independently of phonology, although only if the readers were without exposure to explicit phonics. The three theories were less satisfactory than the alternative theory in accounting for the learning of the exceptionally early readers. Copyright © 2014 Elsevier B.V. All rights reserved.

The Effect of Key-Words Video Captions on Vocabulary Learning through Mobile-Assisted Language Learning

ERIC Educational Resources Information Center

Mahdi, Hassan Saleh

2017-01-01

Video captioning is a useful tool for vocabulary learning. In the literature, video captioning has been investigated by many studies, and the results indicated that video captioning is useful to foster vocabulary learning. However, most of the previous studies have investigated the effect of full captions on vocabulary learning. In addition, most…

Exposing SAMOS Data and Vocabularies within the Semantic Web

NASA Astrophysics Data System (ADS)

Dockery, Nkemdirim; Elya, Jocelyn; Smith, Shawn

2014-05-01

As part of the Ocean Data Interoperability Platform (ODIP), we at the Center for Ocean-Atmospheric Prediction Studies (COAPS) will present the development process for the exposure of quality-controlled data and core vocabularies managed by the Shipboard Automated Meteorological Oceanographic System (SAMOS) initiative using Semantic Web technologies. Participants in the SAMOS initiative collect continuous navigational (position, course, heading, speed), meteorological (winds, pressure, temperature, humidity, radiation), and near-surface oceanographic (sea temperature, salinity) parameters while at sea. One-minute interval observations are packaged and transmitted back to COAPS via daily emails, where they undergo standardized formatting and quality control. The authors will present methods used to expose these daily datasets. The Semantic Web, a vision of the World Wide Web Consortium, focuses on extending the principles of the web from connecting documents to connecting data. The creation of a web of Linked Data that can be used across different applications in a machine-readable way is the ultimate goal. The Resource Description Framework (RDF) is the standard language and format used in the Semantic Web. RDF pages may be queried using the SPARQL Protocol and RDF Query Language (SPARQL). The authors will showcase the development of RDF resources that map SAMOS vocabularies to internationally served vocabularies such as those found in the Natural Environment Research Council (NERC) Vocabulary Server. Each individual SAMOS vocabulary term (data parameter and quality control flag) will be described in an RDF resource page. These RDF resources will define each SAMOS vocabulary term and provide a link to the mapped vocabulary term (or multiple terms) served externally. Along with enhanced retrieval by parameter, time, and location, we will be able to add additional parameters with the confidence that they follow an international standard. The production of RDF

Vocabulary Teaching Strategies: Effects on Vocabulary Recognition and Comprehension at the First Grade Level.

ERIC Educational Resources Information Center

Peitz, Patricia; Vena, Patricia

A study examined teaching methods for vocabulary at the first grade level. The study compared teaching vocabulary in context and teaching vocabulary in isolation. Subjects were 32 culturally diverse first-grade students from varying socio-economic backgrounds. The sample consisted of 14 boys and 18 girls, heterogeneously grouped. Two teacher-made…

Do infant vocabulary skills predict school-age language and literacy outcomes?

PubMed

Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

2015-08-01

Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level - a finding that fits well with the observation that the majority of 'late talkers' resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family

For ELLs: Vocabulary beyond the Definitions

ERIC Educational Resources Information Center

Roberts, Nancy S.; Truxaw, Mary P.

2013-01-01

In this article, a classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding. The authors note that mathematics vocabulary may be more difficult to learn than other academic vocabulary for several reasons: (1) definitions are filled with technical vocabulary, symbols, and diagrams;…

Vocabulary Theatre: A Peer-Teaching Approach for Academic Vocabulary Acquisition

ERIC Educational Resources Information Center

Robb, Elizabeth; Sinatra, Richard; Eschenauer, Robert

2014-01-01

This mixed methods counterbalanced study compared the gain score means of two different approaches to vocabulary acquisition--Vocabulary Theater (VT) and Teacher Directed Instruction (TDI) for 8th grade students from three schools in New York. The purpose of the study was to explore the effects of a peer teaching approach on students' vocabulary…

Extracting business vocabularies from business process models: SBVR and BPMN standards-based approach

NASA Astrophysics Data System (ADS)

Skersys, Tomas; Butleris, Rimantas; Kapocius, Kestutis

2013-10-01

Approaches for the analysis and specification of business vocabularies and rules are very relevant topics in both Business Process Management and Information Systems Development disciplines. However, in common practice of Information Systems Development, the Business modeling activities still are of mostly empiric nature. In this paper, basic aspects of the approach for business vocabularies' semi-automated extraction from business process models are presented. The approach is based on novel business modeling-level OMG standards "Business Process Model and Notation" (BPMN) and "Semantics for Business Vocabularies and Business Rules" (SBVR), thus contributing to OMG's vision about Model-Driven Architecture (MDA) and to model-driven development in general.

Second Language Reading and Vocabulary Learning.

ERIC Educational Resources Information Center

Huckin, Thomas, Ed.; And Others

This book contains 14 essays on reading and vocabulary learning in second language acquisition. Chapters include: "Research on ESL/EFL Vocabulary Acquisition: Putting It in Context" (James Coady); "Implications for L2 Vocabulary Acquisition and Instruction From L1 Vocabulary Research" (Fredricka Stoller and William Grabe); "Patterns and Perils of…

Analyzing the Effectiveness of Vocabulary Knowledge Scale on Learning and Enhancing Vocabulary through Extensive Reading

ERIC Educational Resources Information Center

Iqbal, Syeda Asima; Komal, Syeda Anila

2017-01-01

This research is about the effectiveness of Vocabulary Knowledge Scale after extensive reading which helps in the enhancement of global language skills especially their vocabulary. This research is an endeavor to create an awareness of its significance in language acquisition through extensive reading especially focusing on vocabulary. The…

A Pilot Study of the Impact of Double-Dose Robust Vocabulary Instruction on Children's Vocabulary Growth

ERIC Educational Resources Information Center

Arthur, Ann M.; Davis, Dawn L.

2016-01-01

Double-dose instruction, in which instructional lessons are supplemented to provide additional instructional time, is a mechanism used in some schools for boosting outcomes in certain academic areas. The purpose of this study was to examine the effects of double-dose vocabulary instruction, relative to single-dose and business-as-usual control…

Sources of the Medical Vocabulary.

ERIC Educational Resources Information Center

Butler, Roy F.

1980-01-01

In an attempt to determine as precisely as possible just how much of medical vocabulary is derived from every source, the vocabulary defined in the 24th edition of "Dorland's Illustrated Medical Dictionary" was analyzed. Results indicate that medical vocabulary is relying increasingly upon the Greek and Latin languages as the sources of…

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

PubMed

Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.

The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary

PubMed Central

Bisson, Marie-Josée; van Heuven, Walter J. B.; Conklin, Kathy; Tunney, Richard J.

2015-01-01

This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition. PMID:25383918

Invited Commentary: Vocabulary

ERIC Educational Resources Information Center

Martinez, Ron; Schmitt, Norbert

2010-01-01

While formal research into the effect various technologies have on vocabulary acquisition is still in its infancy, it is clear that--intentionally or incidentally--students have used various electronic media to learn new words for some time now. Moreover, although it is still far from clear exactly how one acquires vocabulary in a second language…

Notes on an Environmental Pollution Vocabulary.

ERIC Educational Resources Information Center

Smithsonian Institution, Washington, DC. Science Information Exchange.

This vocabulary covering the field of environmental pollution was compiled by the staff of the Science Information Exchange, Smithsonian Institution. The view of the approach is to include an outline-classification all physical, life, and social science aspects of environmental pollution, trying to achieve a balance in the representation of each…

Technical Vocabulary in Specialised Texts.

ERIC Educational Resources Information Center

Chung, Teresa Mihwa; Nation, Paul

2003-01-01

Describes two studies of technical vocabulary, one using an anatomy text and the other an applied linguistics text. Technical vocabulary was found by rating words in the texts on a four-step scale. Found that technical vocabulary made up a very substantial proportion of both the different words and the running words in texts. (Author/VWL)

Marathi Illustrated Vocabulary.

ERIC Educational Resources Information Center

Berntsen, Maxine; Nimbkar, Jai

Part of a set of Marathi teaching materials, this book is designed to help the student learn vocabulary through the association of printed words and pictures. The book represents more than 400 basic vocabulary items in pictorial form. It includes sketches of the natural world, the human body, clothing, house and furnishings, town and village,…

Linking vocabulary to imagery: Improving science knowledge through multimedia design

NASA Astrophysics Data System (ADS)

Adler, Tracy R.

This qualitative study looked at the vocabulary development of four urban sixth-grade students as they used laser disk and computer technologies to view images and then connect those images to textual definitions through multimedia design. Focusing on three science content areas (the water cycle, the rock cycle, and the web of life), students worked in pairs to create their own multimedia stacks that focused on the prescribed vocabulary. Using a combination of text, images, and audio, students demonstrated their understanding of content vocabulary words and how these words are interconnects within a science topic. Further, the study examined the impact that linking images to vocabulary and textual definitions has on helping students memorize definitions of the science content words. It was found that the use of imagery had a positive affect on the students' ability to identify textual definitions and vocabulary words, though it did not have a great impact on their later recall of word/definition connections. In addition, by designing their own multimedia artifacts, students were able to connect the vocabulary and images within a specific content area and explain their function within a broader science concept. The results of this study were inconclusive as to the impact this activity had on the students' ability to transfer their knowledge to correctly answering questions similar to the ones they see on their state proficiency exam.

Mapping Opthalmic Terms to a Standardized Vocabulary.

ERIC Educational Resources Information Center

Patrick, Timothy B.; Reid, John C.; Sievert, MaryEllen; Popescu, Mihail; Gigantelli, James W.; Shelton, Mark E.; Schiffman, Jade S.

2000-01-01

Describes work by the American Academy of Ophthalmology (AAO) to expand the standardized vocabulary, Systematized Nomenclature of Medicine (SNOMED), to accommodate a definitive ophthalmic standardized vocabulary. Mapped a practice-based clinical ophthalmic vocabulary to SNOMED and other vocabularies in the Metathesaurus of the Unified Medical…

You Are Your Words: Modeling Students' Vocabulary Knowledge with Natural Language Processing Tools

ERIC Educational Resources Information Center

Allen, Laura K.; McNamara, Danielle S.

2015-01-01

The current study investigates the degree to which the lexical properties of students' essays can inform stealth assessments of their vocabulary knowledge. In particular, we used indices calculated with the natural language processing tool, TAALES, to predict students' performance on a measure of vocabulary knowledge. To this end, two corpora were…

Aging-Resilient Associations between the Arcuate Fasciculus and Vocabulary Knowledge: Microstructure or Morphology?

PubMed Central

Vaden, Kenneth I.; Cute, Stephanie L.; Yeatman, Jason D.; Dougherty, Robert F.

2016-01-01

Vocabulary knowledge is one of the few cognitive functions that is relatively preserved in older adults, but the reasons for this relative preservation have not been well delineated. We tested the hypothesis that individual differences in vocabulary knowledge are influenced by arcuate fasciculus macrostructure (i.e., shape and volume) properties that remain stable during the aging process, rather than white matter microstructure that demonstrates age-related declines. Vocabulary was not associated with age compared to pronounced age-related declines in cognitive processing speed across 106 healthy adults (19.92–88.29 years) who participated in this neuroimaging experiment. Fractional anisotropy in the left arcuate fasciculus was significantly related to individual variability in vocabulary. This effect was present despite marked age-related differences in a T1-weighted/T2-weighted ratio (T1w/T2w) estimate of myelin that were observed throughout the left arcuate fasciculus and associated with age-related differences in cognitive processing speed. However, atypical patterns of arcuate fasciculus morphology or macrostructure were associated with decreased vocabulary knowledge. These results suggest that deterioration of tissue in the arcuate fasciculus occurs with normal aging, while having limited impact on tract organization that underlies individual differences in the acquisition and retrieval of lexical and semantic information. SIGNIFICANCE STATEMENT Vocabulary knowledge is resilient to widespread age-related declines in brain structure that limit other cognitive functions. We tested the hypothesis that arcuate fasciculus morphology, which supports the development of reading skills that bolster vocabulary, could explain this relative preservation. We disentangled (1) the effects of age-related declines in arcuate microstructure (mean diffusivity; myelin content estimate) that predicted cognitive processing speed but not vocabulary, from (2) relatively stable

Image retrieval by information fusion based on scalable vocabulary tree and robust Hausdorff distance

NASA Astrophysics Data System (ADS)

Che, Chang; Yu, Xiaoyang; Sun, Xiaoming; Yu, Boyang

2017-12-01

In recent years, Scalable Vocabulary Tree (SVT) has been shown to be effective in image retrieval. However, for general images where the foreground is the object to be recognized while the background is cluttered, the performance of the current SVT framework is restricted. In this paper, a new image retrieval framework that incorporates a robust distance metric and information fusion is proposed, which improves the retrieval performance relative to the baseline SVT approach. First, the visual words that represent the background are diminished by using a robust Hausdorff distance between different images. Second, image matching results based on three image signature representations are fused, which enhances the retrieval precision. We conducted intensive experiments on small-scale to large-scale image datasets: Corel-9, Corel-48, and PKU-198, where the proposed Hausdorff metric and information fusion outperforms the state-of-the-art methods by about 13, 15, and 15%, respectively.

EFL Learners' Vocabulary Consolidation Strategy Use and Corresponding Performance on Vocabulary Tests

ERIC Educational Resources Information Center

Lai, Ying-Chun

2016-01-01

This study describes English as a Foreign Language (EFL) learners' use of vocabulary consolidation strategies and explores the connection between strategy use and vocabulary learning outcomes. This study included 218 participants who were students from five freshman English classes at a university in Taiwan. Students' self-reports on their use of…

Vocabulary development in Mandarin-speaking children with cochlear implants and its relationship with speech perception abilities.

PubMed

Chen, Yuan; Wong, Lena L N; Zhu, Shufeng; Xi, Xin

2017-01-01

China has the largest population of children with hearing impairments and cochlear implantation is gaining popularity there. However, the vocabulary development in this population is largely unexplored. This study examined early vocabulary outcomes, factors influencing early vocabulary development and the relationship between speech perception and vocabulary development in Mandarin-speaking children during the first year of cochlear implant use. A battery of vocabulary tests was administered to 80 children before implantation and 3, 6, and 12 months after implantation. Demographic information was obtained to evaluate their relationships with vocabulary outcomes. The Mandarin-speaking children, who received their cochlear implants before 3 years of age, developed vocabulary at a rate faster than that of their same-aged peers with normal hearing. Better pre-implant hearing levels, younger age at implantation, and higher maternal education level contributed to the early vocabulary development. The trajectories of speech perception development highly correlated with those of vocabulary development during 3 to 12 months of CI use. and Implications: These findings imply that the vocabulary development of children implanted before 3 years of age may catch up with that of their hearing peers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure

ERIC Educational Resources Information Center

Coyne, Michael D.; McCoach, D. Betsy; Kapp, Sharon

2007-01-01

The purpose of the two studies reported in this article was to evaluate the effectiveness of extended vocabulary instruction during storybook reading with kindergarten students within a small-group intervention setting. Extended vocabulary instruction is characterized by explicit teaching that includes both contextual and definitional information,…

A Taxonomy of Vocabulary Learning Strategies Used in Massively Multiplayer Online Role-Playing Games

ERIC Educational Resources Information Center

Bytheway, Julie

2015-01-01

Initiated in response to informal reports of vocabulary gains from gamers at universities in New Zealand and the Netherlands, this qualitative study explored how English language learners autonomously learn vocabulary while playing massively multiplayer online role-playing games (MMORPGs). Using research processes inherent in Grounded Theory, data…

A Reassessment of Frequency and Vocabulary Size in L2 Vocabulary Teaching

ERIC Educational Resources Information Center

Schmitt, Norbert; Schmitt, Diane

2014-01-01

The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and…

Second Language Vocabulary Growth at Advanced Level

ERIC Educational Resources Information Center

Ozturk, Meral

2016-01-01

This study investigated the receptive vocabulary growth of advanced EFL learners in an English-medium degree programme. The study used the Vocabulary Size Test in a cross-sectional design to measure the vocabulary size of learners at various stages of study. The effect of word frequency on vocabulary development and the presence of an…

Using Visuals To Develop Reading Vocabulary.

ERIC Educational Resources Information Center

Bazeli, Marilyn J.; Olle, Ruth E.

This paper discusses research findings regarding vocabulary instruction and reading comprehension and suggests methods to develop vocabulary using visual aids. As indicated by the research, vocabulary instruction is necessary and can lead to improved comprehension; there also appears to be a strong need to relate concrete visual experiences to…

Listening Vocabulary: Embracing Forgotten Aural Features

ERIC Educational Resources Information Center

Siegel, Joseph

2016-01-01

This article describes an innovation in the teaching and learning of vocabulary in English as a Foreign Language classes. Whereas vocabulary coverage in classrooms and textbooks traditionally focuses on lists of target words in printed form, this article promotes the notion of "aural vocabulary" as an important part of…

The Effects of Techniques of Vocabulary Portfolio on L2 Vocabulary Learning

ERIC Educational Resources Information Center

Zarei, Abbas Ali; Baftani, Fahimeh Nasiri

2014-01-01

To investigate the effects of different techniques of vocabulary portfolio including word map, word wizard, concept wheel, visual thesaurus, and word rose on L2 vocabulary comprehension and production, a sample of 75 female EFL learners of Kish Day Language Institute in Karaj, Iran were selected. They were in five groups and each group received…

Online Vocabulary Games as a Tool for Teaching and Learning English Vocabulary

ERIC Educational Resources Information Center

Yip, Florence W. M.; Kwan, Alvin C. M.

2006-01-01

Vocabulary learning is often perceived as boring by learners, especially for those who grew up in the digital age. This paper reports a study of the usefulness of online games in vocabulary learning for some undergraduate students. Three teachers and 100 engineering students participated in a quasi-experimental study for approximately nine weeks.…

Vocabulary, Grammar, Sex, and Aging.

PubMed

Moscoso Del Prado Martín, Fermín

2017-05-01

Understanding the changes in our language abilities along the lifespan is a crucial step for understanding the aging process both in normal and in abnormal circumstances. Besides controlled experimental tasks, it is equally crucial to investigate language in unconstrained conversation. I present an information-theoretical analysis of a corpus of dyadic conversations investigating how the richness of the vocabulary, the word-internal structure (inflectional morphology), and the syntax of the utterances evolves as a function of the speaker's age and sex. Although vocabulary diversity increases throughout the lifetime, grammatical diversities follow a different pattern, which also differs between women and men. Women use increasingly diverse syntactic structures at least up to their late fifties, and they do not deteriorate in terms of fluency through their lifespan. However, from age 45 onward, men exhibit a decrease in the diversity of the syntactic structures they use, coupled with an increased number of speech disfluencies. Copyright © 2016 Cognitive Science Society, Inc.

The Contributions of Memory and Vocabulary to Non-Verbal Ability Scores in Adolescents with Intellectual Disability

PubMed Central

Mungkhetklang, Chantanee; Bavin, Edith L.; Crewther, Sheila G.; Goharpey, Nahal; Parsons, Carl

2016-01-01

It is usually assumed that performance on non-verbal intelligence tests reflects visual cognitive processing and that aspects of working memory (WM) will be involved. However, the unique contribution of memory to non-verbal scores is not clear, nor is the unique contribution of vocabulary. Thus, we aimed to investigate these contributions. Non-verbal test scores for 17 individuals with intellectual disability (ID) and 39 children with typical development (TD) of similar mental age were compared to determine the unique contribution of visual and verbal short-term memory (STM) and WM and the additional variance contributed by vocabulary scores. No significant group differences were found in the non-verbal test scores or receptive vocabulary scores, but there was a significant difference in expressive vocabulary. Regression analyses indicate that for the TD group STM and WM (both visual and verbal) contributed similar variance to the non-verbal scores. For the ID group, visual STM and verbal WM contributed most of the variance to the non-verbal test scores. The addition of vocabulary scores to the model contributed greater variance for both groups. More unique variance was contributed by vocabulary than memory for the TD group, whereas for the ID group memory contributed more than vocabulary. Visual and auditory memory and vocabulary contributed significantly to solving visual non-verbal problems for both the TD group and the ID group. However, for each group, there were different weightings of these variables. Our findings indicate that for individuals with TD, vocabulary is the major factor in solving non-verbal problems, not memory, whereas for adolescents with ID, visual STM, and verbal WM are more influential than vocabulary, suggesting different pathways to achieve solutions to non-verbal problems. PMID:28082922

Assessing Vocabulary Learning in Early Childhood

ERIC Educational Resources Information Center

Hoffman, Jessica L.; Teale, William H.; Paciga, Kathleen A.

2014-01-01

There is widespread agreement with in the field of early childhood education that vocabulary is important to literacy achievement and that reading aloud can support vocabulary growth. However, there are unexplored and significant problems with the ways we assess young children's vocabulary learning from read-alouds. This paper critically reviews…

Facilitating Vocabulary Acquisition of Children With Cochlear Implants Using Electronic Storybooks.

PubMed

Messier, Jane; Wood, Carla

2015-10-01

The present intervention study explored the word learning of 18 children with cochlear implants in response to E-book instruction. Capitalizing on the multimedia options available in electronic storybooks, the intervention incorporated videos and definitions to provide a vocabulary intervention that includes evidence-based teaching strategies. The extent of the children's word learning was assessed using three assessment tasks: receptive pointing, expressively labeling, and word defining. Children demonstrated greater immediate expressive labeling gains and definition generation gains for words taught in the treatment condition compared to those in the comparison condition. In addition, the children's performance on delayed posttest vocabulary assessments indicated better retention across the expressive vocabulary task for words taught within the treatment condition as compared to the comparison condition. Findings suggest that children with cochlear implants with functional speech perception can benefit from an oral-only multimedia-enhanced intensive vocabulary instruction. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Perfecting Language: Experimenting with Vocabulary Learning

ERIC Educational Resources Information Center

Absalom, Matthew

2014-01-01

One of the thorniest aspects of teaching languages is developing students' vocabulary, yet it is impossible to be "an accurate and highly communicative language user with a very small vocabulary" (Milton, 2009, p. 3). Nation (2006) indicates that more vocabulary than previously thought is required to function well both at spoken and…

Translating Vocabulary Research to Social Studies Instruction: Before, during, and after Text-Reading Strategies

ERIC Educational Resources Information Center

Hairrell, Angela; Simmons, Deborah; Swanson, Elizabeth; Edmonds, Meaghan; Vaughn, Sharon; Rupley, William H.

2011-01-01

In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. This article focuses on the specialized vocabulary demands of social studies texts and presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and…

The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills

ERIC Educational Resources Information Center

Buac, Milijana; Gross, Megan; Kaushanskaya, Margarita

2014-01-01

Purpose: The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method: Vocabulary skills were measured in 58 bilingual children between the ages of 5…

Teachers' Technology Use in Vocabulary Teaching

ERIC Educational Resources Information Center

Kilickaya, Ferit; Krajka, Jaroslaw

2010-01-01

It cannot be denied that vocabulary learning is central to learning a language, be it a mother tongue or the second/foreign language. According to Nunan (1991), learning vocabulary in the very early stages is more fundamental than grammar, since without vocabulary one would not be able to use the structures and functions for effective…

Elasticizing Language - Techniques in Vocabulary Development.

ERIC Educational Resources Information Center

Shepherd, Richard C.

Noting that a rich vocabulary comes from experiences and from the organizing and reorganizing of these experiences, this paper suggests ways that students may be helped to improve their vocabulary at an accelerated pace. The paper first argues that vocabulary development must be a planned program beginning in the early grades and explores some of…

Some Vocabulary Activities Worth Teaching About.

ERIC Educational Resources Information Center

Brand, Helena S.

1982-01-01

The 12 activities presented in this pamphlet are intended to help make vocabulary study a stimulating experience for both teacher and student. The activities are as follows: (1) a commercially prepared list of suggestions for vocabulary development, (2) an exercise designed to relate vocabulary study to every day reading, (3) a variation of the…

Preschoolers' vocabulary acquisition in Chile: the roles of socioeconomic status and quality of home environment.

PubMed

Lohndorf, Regina T; Vermeer, Harriet J; Cárcamo, Rodrigo A; Mesman, Judi

2018-05-01

Preschoolers' vocabulary acquisition sets the stage for later reading ability and school achievement. This study examined the role of socioeconomic status (SES) and the quality of the home environment of seventy-seven Chilean majority and Mapuche minority families from low and lower-middle-class backgrounds in explaining individual differences in vocabulary acquisition of their three-and-a-half-year-old children. Additionally, we investigated whether the relation between SES and receptive and expressive vocabulary was mediated by the quality of the home environment as the Family Investment Model suggests. The quality of the home environment significantly predicted receptive and expressive vocabulary above and beyond ethnicity, SES, parental caregiver status, and quantity of daycare. Furthermore, the quality of the home environment mediated the relation between SES and expressive and receptive vocabulary acquisition.

Longitudinal analysis of receptive vocabulary growth in young Spanish English-speaking children from migrant families.

PubMed

Jackson, Carla Wood; Schatschneider, Christopher; Leacox, Lindsey

2014-01-01

The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors examined the extent to which gender and individual initial performance in Spanish predict receptive vocabulary performance and growth rate. The authors used hierarchical linear modeling of 64 children's receptive vocabulary performance to generate growth trajectories, predict performance at school entry, and examine potential predictors of rate of growth. The timing of testing varied across children. The ELLs (prekindergarten to 2nd grade) participated in 2-5 testing sessions, each 6-12 months apart. The ELLs' average predicted standard score on an English receptive vocabulary at kindergarten was nearly 2 SDs below the mean for monolingual peers. Significant growth in the ELLs' receptive vocabulary was observed between preschool and 2nd grade, indicating that the ELLs were slowly closing the receptive vocabulary gap, although their average score remained below the standard score mean for age-matched monolingual peers. The ELLs demonstrated a significant decrease in Spanish receptive vocabulary standard scores over time. Initial Spanish receptive vocabulary was a significant predictor of growth in English receptive vocabulary. High initial Spanish receptive vocabulary was associated with greater growth in English receptive vocabulary and decelerated growth in Spanish receptive vocabulary. Gender was not a significant predictor of growth in either English or Spanish receptive vocabulary. ELLs from low socioeconomic backgrounds may be expected to perform lower in English compared with their monolingual English peers in kindergarten. Performance in Spanish at school entry may be useful in identifying children who require more intensive instructional support for English vocabulary

Improving Online Reading and Vocabulary Development

ERIC Educational Resources Information Center

Loucky, John Paul

2007-01-01

The aim of this study was to find ways to improve online reading and vocabulary learning. Various new types of online reading comprehension and vocabulary development programs and tests were compared in this study to consider how useful they may be for guiding individual or classroom L2 vocabulary instruction. It explored how these programs seek…

Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study.

PubMed

Zhang, Yining; Lin, Chin-Hsi; Zhang, Dongbo; Choi, Yunjeong

2017-03-01

In spite of considerable advancements in our understanding of the different factors involved in achieving vocabulary-learning success, the overall pattern and interrelationships of critical factors involved in L2 vocabulary learning - particularly, the mechanisms through which learners regulate their motivation and learning strategies - remain unclear. This study examined L2 vocabulary learning, focusing on the joint influence of different motivational factors and learning strategies on the vocabulary breadth of adolescent learners of English as a foreign language (EFL) in China. The participants were 107 tenth graders (68 females, 39 males) in China. The data were collected via two questionnaires, one assessing students' motivation towards English-vocabulary learning and the other their English vocabulary-learning strategies, along with a test measuring vocabulary breadth. Structural equation modelling (SEM) indicated that learning strategy partially mediated the relationship between motivation (i.e., a composite score of intrinsic and extrinsic motivation) and vocabulary learning. Separate SEM analyses for intrinsic (IM) and extrinsic motivation (EM) revealed that there were significant and positive direct and indirect effects of IM on vocabulary knowledge; and while EM's direct effect over and above that of learning strategies did not achieve significance, its indirect effect was significant and positive. The findings suggest that vocabulary-learning strategies mediate the relationship between motivation and vocabulary knowledge. In addition, IM may have a greater influence on vocabulary learning in foreign-language contexts. © 2016 The British Psychological Society.

Characterizing Health Information for Different Target Audiences.

PubMed

Sun, Yueping; Hou, Zhen; Hou, Li; Li, Jiao

2015-01-01

Different groups of audiences in health care: health professionals and health consumers, each have different information needs. Health monographs targeting different audiences are created by leveraging readers' background knowledge. The NCI's Physician Data Query (PDQ®) Cancer Information Summaries provide parallel cancer information and education resources with different target audiences. In this paper, we used targeted audience-specific cancer information PDQs to measure characteristic differences on the element level between audiences. In addition, we compared vocabulary coverage. Results show a significant difference between the professional and patient version of cancer monographs in both content organization and vocabulary. This study provides a new view to assess targeted audience-specific health information, and helps editors to improve the quality and readability of health information.

Effectiveness of Vocabulary Learning via Mobile Phone

ERIC Educational Resources Information Center

Lu, M.

2008-01-01

Whereas the penetration of mobile phones in Asian countries keeps climbing, little research has explored the application of the short message service (SMS) in second language learning. This study aims to examine the effectiveness of SMS vocabulary lessons of limited lexical information on the small screens of mobile phones. Thirty high school…

Improving Vocabulary Acquisition through Direct and Indirect Teaching.

ERIC Educational Resources Information Center

Glowacki, Deborah; Lanucha, Cheryl; Pietrus, Debra

Students who lag behind in vocabulary commonly experience academic failure. A student's vocabulary knowledge directly impacts reading comprehension. To improve comprehension, students need exposure to a variety of literature and opportunities for meaningful practice of vocabulary they encounter daily. Vocabulary is developed through a variety of…

Medical and Transmission Vector Vocabulary Alignment with Schema.org

DOE Office of Scientific and Technical Information (OSTI.GOV)

Smith, William P.; Chappell, Alan R.; Corley, Courtney D.

Available biomedical ontologies and knowledge bases currently lack formal and standards-based interconnections between disease, disease vector, and drug treatment vocabularies. The PNNL Medical Linked Dataset (PNNL-MLD) addresses this gap. This paper describes the PNNL-MLD, which provides a unified vocabulary and dataset of drug, disease, side effect, and vector transmission background information. Currently, the PNNL-MLD combines and curates data from the following research projects: DrugBank, DailyMed, Diseasome, DisGeNet, Wikipedia Infobox, Sider, and PharmGKB. The main outcomes of this effort are a dataset aligned to Schema.org, including a parsing framework, and extensible hooks ready for integration with selected medical ontologies. The PNNL-MLDmore » enables researchers more quickly and easily to query distinct datasets. Future extensions to the PNNL-MLD will include Traditional Chinese Medicine, broader interlinks across genetic structures, a larger thesaurus of synonyms and hypernyms, explicit coding of diseases and drugs across research systems, and incorporating vector-borne transmission vocabularies.« less

Functional Annotation of the Arabidopsis Genome Using Controlled Vocabularies1

PubMed Central

Berardini, Tanya Z.; Mundodi, Suparna; Reiser, Leonore; Huala, Eva; Garcia-Hernandez, Margarita; Zhang, Peifen; Mueller, Lukas A.; Yoon, Jungwoon; Doyle, Aisling; Lander, Gabriel; Moseyko, Nick; Yoo, Danny; Xu, Iris; Zoeckler, Brandon; Montoya, Mary; Miller, Neil; Weems, Dan; Rhee, Seung Y.

2004-01-01

Controlled vocabularies are increasingly used by databases to describe genes and gene products because they facilitate identification of similar genes within an organism or among different organisms. One of The Arabidopsis Information Resource's goals is to associate all Arabidopsis genes with terms developed by the Gene Ontology Consortium that describe the molecular function, biological process, and subcellular location of a gene product. We have also developed terms describing Arabidopsis anatomy and developmental stages and use these to annotate published gene expression data. As of March 2004, we used computational and manual annotation methods to make 85,666 annotations representing 26,624 unique loci. We focus on associating genes to controlled vocabulary terms based on experimental data from the literature and use The Arabidopsis Information Resource-developed PubSearch software to facilitate this process. Each annotation is tagged with a combination of evidence codes, evidence descriptions, and references that provide a robust means to assess data quality. Annotation of all Arabidopsis genes will allow quantitative comparisons between sets of genes derived from sources such as microarray experiments. The Arabidopsis annotation data will also facilitate annotation of newly sequenced plant genomes by using sequence similarity to transfer annotations to homologous genes. In addition, complete and up-to-date annotations will make unknown genes easy to identify and target for experimentation. Here, we describe the process of Arabidopsis functional annotation using a variety of data sources and illustrate several ways in which this information can be accessed and used to infer knowledge about Arabidopsis and other plant species. PMID:15173566

Vocabulary Knowledge of Deaf and Hearing Postsecondary Students

PubMed Central

Sarchet, Thomastine; Marschark, Marc; Borgna, Georgianna; Convertino, Carol; Sapere, Patricia; Dirmyer, Richard

2014-01-01

Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates to other aspects of academic achievement. This study used the Peabody Picture Vocabulary Test to examine the vocabulary knowledge of DHH and hearing postsecondary students as well as their awareness (predictions) of that knowledge. Relationships between vocabulary knowledge and print exposure, communication backgrounds, and reading and verbal abilities also were examined. Consistent with studies of children, hearing college students demonstrated significantly larger vocabularies than DHH students both with and without cochlear implants. DHH students were more likely to overestimate their vocabulary knowledge. Vocabulary scores were positively related to reading and verbal abilities but negatively related to sign language abilities. Among DHH students they also were positively related to measures of spoken language ability. Results are discussed in terms of related cognitive abilities, language fluency, and academic achievement of DHH students and implications for postsecondary education. PMID:25558473

The Physician's Workstation: Recording a Physical Examination Using a Controlled Vocabulary

PubMed Central

Cimino, James J.; Barnett, G. Octo

1987-01-01

A system has been developed which runs on MS-DOS personal computers and serves as an experimental model of a physician's workstation. The program provides an interface to a controlled vocabulary which allows rapid selection of appropriate terms and modifiers for entry of clinical information. Because it captures patient descriptions, it has the ability to serve as an intermediary between the physician and computer-based medical knowledge resources. At present, the vocabulary permits rapid, reliable representation of cardiac physical examination findings.

Breadth of Productive Vocabulary Knowledge of Pre-Service Teachers: Basis for the Proposed Intervention Strategies in Vocabulary Enhancement

ERIC Educational Resources Information Center

Calub, Cecilia L.; Calub, Francelle L.

2017-01-01

This research sought to determine the level of productive vocabulary knowledge of the students grouped according to type of school and curriculum year level; performance of the students in the vocabulary test categorized according to frequency levels; their breadth of productive vocabulary knowledge related to type of school enrolled in,…

Homophily of Vocabulary Usage: Beneficial Effects of Vocabulary Similarity on Online Health Communities Participation

PubMed Central

Park, Albert; Hartzler, Andrea L.; Huh, Jina; McDonald, David W.; Pratt, Wanda

2015-01-01

Online health communities provide popular platforms for individuals to exchange psychosocial support and form ties. Although regular active participation (i.e., posting to interact with other members) in online health communities can provide important benefits, sustained active participation remains challenging for these communities. Leveraging previous literature on homophily (i.e., “love of those who are like themselves”), we examined the relationship between vocabulary similarity (i.e., homophily of word usage) of thread posts and members’ future interaction in online health communities. We quantitatively measured vocabulary similarity by calculating, in a vector space model, cosine similarity between the original post and the first reply in 20,499 threads. Our findings across five online health communities suggest that vocabulary similarity is a significant predictor of members’ future interaction in online health communities. These findings carry practical implications for facilitating and sustaining online community participation through beneficial effects of homophily in the vocabulary of essential peer support. PMID:26958240

The Relationship of Vocabulary Learning Strategies and Self-Efficacy with Medical English and Terminology.

PubMed

Wang, Ya-Huei; Kao, Pan-Fu; Liao, Hung-Chang

2016-02-01

This study examined the relationship between the use of vocabulary learning strategies and self-efficacy in medical English learning, and whether after an initial six-week course to master the basics of medical terminology, those with higher use of vocabulary learning strategies and those with a higher degree of self-efficacy would have significant score improvements in the medical English proficiency. Second-year medical students (N = 115; M age = 19.6, SD = 0.5; 82 men, 33 women) participated in the study. A one-group pretest-posttest design was used. Measures included medical English tests, the English Vocabulary Learning Strategies Survey (EVLSS), and the English Learning Self-Efficacy Scale (ELSES). Results showed that there was no significant correlation between vocabulary learning strategies and English learning self-efficacy. In addition, as a whole, vocabulary learning strategies and self-efficacy significantly predicted students' score improvements in medical English proficiency. © The Author(s) 2016.

Early language processing efficiency predicts later receptive vocabulary outcomes in children born preterm.

PubMed

Marchman, Virginia A; Adams, Katherine A; Loi, Elizabeth C; Fernald, Anne; Feldman, Heidi M

2016-01-01

As rates of prematurity continue to rise, identifying which preterm children are at increased risk for learning disabilities is a public health imperative. Identifying continuities between early and later skills in this vulnerable population can also illuminate fundamental neuropsychological processes that support learning in all children. At 18 months adjusted age, we used socioeconomic status (SES), medical variables, parent-reported vocabulary, scores on the Bayley Scales of Infant and Toddler Development (third edition) language composite, and children's lexical processing speed in the looking-while-listening (LWL) task as predictor variables in a sample of 30 preterm children. Receptive vocabulary as measured by the Peabody Picture Vocabulary Test (fourth edition) at 36 months was the outcome. Receptive vocabulary was correlated with SES, but uncorrelated with degree of prematurity or a composite of medical risk. Importantly, lexical processing speed was the strongest predictor of receptive vocabulary (r = -.81), accounting for 30% unique variance. Individual differences in lexical processing efficiency may be able to serve as a marker for information processing skills that are critical for language learning.

Vocabulary Learning Strategies and Vocabulary Size of ELT Students at EMU in Northern Cyprus

ERIC Educational Resources Information Center

Kalajahi, Seyed Ali Rezvani; Pourshahian, Bahar

2012-01-01

This research study aimed at exploring the relationship between vocabulary learning strategies and vocabulary size of 125 undergraduate English Language Teaching students at Eastern Mediterranean University. This research study was a correlational survey study of descriptive nature. The major findings of this study were as follows. First, the…

Using the Vocabulary Self-Collection Strategy plus to Develop University EFL Students' Vocabulary Learning

ERIC Educational Resources Information Center

Khodary, Manal Mohamed

2017-01-01

This study was carried out to examine the effectiveness of using the Vocabulary Self-Collection Strategy Plus (VSSPlus) on developing university EFL students' vocabulary learning. It adopted the quasi experimental design which included two groups design. The participants were first level students at Languages and Translation Department, Arar…

Vocabulary Levels and Size of Malaysian Undergraduates

ERIC Educational Resources Information Center

Harji, Madhubala Bava; Balakrishnan, Kavitha; Bhar, Sareen Kaur; Letchumanan, Krishnaveni

2015-01-01

Vocabulary is a fundamental requirement of language acquisition, and its competence enables independent reading and effective language acquisition. Effective language use requires adequate level of vocabulary knowledge; therefore, efforts must be made to identify students' vocabulary base for greater efficiency and competency in the language.…

The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners

ERIC Educational Resources Information Center

Mohammadi, Fateme Shir

2017-01-01

Language learners' cognitive engagement with the content in language classes has been advocated in the last few decades (Laufer & Hulstjin, 2001). To this end, the researcher designed authentic problem-based tasks which make use of learners' cognitive and metacognitive skills to solve real-life vocabulary tasks. Nelson vocabulary test was…

Understanding disciplinary vocabularies using a full-text enabled domain-independent term extraction approach.

PubMed

Yan, Erjia; Williams, Jake; Chen, Zheng

2017-01-01

Publication metadata help deliver rich analyses of scholarly communication. However, research concepts and ideas are more effectively expressed through unstructured fields such as full texts. Thus, the goals of this paper are to employ a full-text enabled method to extract terms relevant to disciplinary vocabularies, and through them, to understand the relationships between disciplines. This paper uses an efficient, domain-independent term extraction method to extract disciplinary vocabularies from a large multidisciplinary corpus of PLoS ONE publications. It finds a power-law pattern in the frequency distributions of terms present in each discipline, indicating a semantic richness potentially sufficient for further study and advanced analysis. The salient relationships amongst these vocabularies become apparent in application of a principal component analysis. For example, Mathematics and Computer and Information Sciences were found to have similar vocabulary use patterns along with Engineering and Physics; while Chemistry and the Social Sciences were found to exhibit contrasting vocabulary use patterns along with the Earth Sciences and Chemistry. These results have implications to studies of scholarly communication as scholars attempt to identify the epistemological cultures of disciplines, and as a full text-based methodology could lead to machine learning applications in the automated classification of scholarly work according to disciplinary vocabularies.

Understanding disciplinary vocabularies using a full-text enabled domain-independent term extraction approach

PubMed Central

Williams, Jake; Chen, Zheng

2017-01-01

Publication metadata help deliver rich analyses of scholarly communication. However, research concepts and ideas are more effectively expressed through unstructured fields such as full texts. Thus, the goals of this paper are to employ a full-text enabled method to extract terms relevant to disciplinary vocabularies, and through them, to understand the relationships between disciplines. This paper uses an efficient, domain-independent term extraction method to extract disciplinary vocabularies from a large multidisciplinary corpus of PLoS ONE publications. It finds a power-law pattern in the frequency distributions of terms present in each discipline, indicating a semantic richness potentially sufficient for further study and advanced analysis. The salient relationships amongst these vocabularies become apparent in application of a principal component analysis. For example, Mathematics and Computer and Information Sciences were found to have similar vocabulary use patterns along with Engineering and Physics; while Chemistry and the Social Sciences were found to exhibit contrasting vocabulary use patterns along with the Earth Sciences and Chemistry. These results have implications to studies of scholarly communication as scholars attempt to identify the epistemological cultures of disciplines, and as a full text-based methodology could lead to machine learning applications in the automated classification of scholarly work according to disciplinary vocabularies. PMID:29186141

The relationship between prelinguistic vocalization and later expressive vocabulary in young children with developmental delay.

PubMed

McCathren, R B; Yoder, P J; Warren, S F

1999-08-01

This study tested the relationship between prelinguistic vocalization and expressive vocabulary 1 year later in young children with mild to moderate developmental delays. Three vocalization variables were tested: rate of all vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively. The 58 toddlers in the study were 17-34 months old, not sensory impaired, and had Bayley Mental Development Indices (Bayley, 1969; Bayley, 1993) from 35-85. In addition, the children had fewer than 3 words in their expressive vocabularies and during classroom observation each showed at least one instance of intentional prelinguistic communication before testing. Selected sections of the Communication and Symbolic Behavior Scales procedures (CSBS; Wetherby & Prizant, 1993) were administered at the beginning and at the end of the study. The vocal measures were obtained in the initial CSBS session. One measure of expressive vocabulary was obtained in the CSBS session at the end of the study. In addition, expressive vocabulary was measured in a nonstructured play session at the end of the study. We predicted that rate of vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively would all be positively related to later expressive vocabulary. The results confirmed the predictions.

The Impact of Vocabulary Enhancement Activities on Vocabulary Acquisition and Retention among Male and Female EFL Learners in Iran

ERIC Educational Resources Information Center

Sharafi-Nejad, Maryam; Raftari, Shohreh; Bijami, Maryam; Khavari, Zahra; Ismail, Shaik Abdul Malik Mohamed; Eng, Lin Siew

2014-01-01

In general, incidental vocabulary acquisition is represented as the "picking up" of new vocabularies when students are engaged in a variety of reading, listening, speaking, or writing activities. Research has shown when learners read extensively incidental vocabulary acquisition happens. Many EFL students cannot be involved in reading…

The relevance of receptive vocabulary in reading comprehension.

PubMed

Nalom, Ana Flávia de Oliveira; Soares, Aparecido José Couto; Cárnio, Maria Silvia

2015-01-01

To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both. This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard. The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives. In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

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

PubMed

Adlof, Suzanne M; Patten, Hannah

2017-03-01

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. 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. 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. 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.

Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten

ERIC Educational Resources Information Center

Bowne, Jocelyn Bonnes; Yoshikawa, Hirokazu; Snow, Catherine E.

2017-01-01

This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of…

A Dual Coding View of Vocabulary Learning

ERIC Educational Resources Information Center

Sadoski, Mark

2005-01-01

A theoretical perspective on acquiring sight vocabulary and developing meaningful vocabulary is presented. Dual Coding Theory assumes that cognition occurs in two independent but connected codes: a verbal code for language and a nonverbal code for mental imagery. The mixed research literature on using pictures in teaching sight vocabulary is…

The Effect of Vocabulary Self-Selection Strategy and Input Enhancement Strategy on the Vocabulary Knowledge of Iranian EFL Learners

ERIC Educational Resources Information Center

Masoudi, Golfam

2017-01-01

The present study was designed to investigate empirically the effect of Vocabulary Self-Selection strategy and Input Enhancement strategy on the vocabulary knowledge of Iranian EFL Learners. After taking a diagnostic pretest, both experimental groups enrolled in two classes. Learners who practiced Vocabulary Self-Selection were allowed to…

Closing the Gap: Addressing the Vocabulary Needs of English-Language Learners in Bilingual and Mainstream Classrooms

ERIC Educational Resources Information Center

Carlo, Mara S.; August, Diane; McLaughlin, Barry; Snow, Catherine E.; Dressler, Cheryl; Lippman, David N.; Lively, Teresa J.; White, Claire E.

2004-01-01

Gaps in reading performance between Anglo and Latino children are associated with gaps in vocabulary knowledge. An intervention was designed to enhance fifth graders' academic vocabulary. The meanings of academically useful words were taught together with strategies for using information from context, from morphology, from knowledge about multiple…

Components for Maintaining and Publishing Earth Science Vocabularies

NASA Astrophysics Data System (ADS)

Cox, S. J. D.; Yu, J.

2014-12-01

Shared vocabularies are an important aid to geoscience data interoperability. Many organizations maintain useful vocabularies, with Geologic Surveys having a particularly long history of vocabulary and lexicon development. However, the mode of publication is heterogeneous, ranging from PDFs and HTML web pages, spreadsheets and CSV, through various user-interfaces and APIs. Update and maintenance ranges from tightly-governed and externally opaque, through various community processes, all the way to crowd-sourcing ('folksonomies'). A general expectation, however, is for greater harmonization and vocabulary re-use. In order to be successful this requires (a) standardized content formalization and APIs (b) transparent content maintenance and versioning. We have been trialling a combination of software dealing with registration, search and linking. SKOS is designed for formalizing multi-lingual, hierarchical vocabularies, and has been widely adopted in earth and environmental sciences. SKOS is an RDF vocabulary, for which SPARQL is the standard low-level API. However, for interoperability between SKOS vocabulary sources, a SKOS-based API (i.e. based on the SKOS predicates prefLabel, broader, narrower, etc) is required. We have developed SISSvoc for this purpose, and used it to deploy a number of vocabularies on behalf of the IUGS, ICS, NERC, OGC, the Australian Government, and CSIRO projects. SISSvoc Search provides simple search UI on top of one or more SISSvoc sources. Content maintenance is composed of many elements, including content-formalization, definition-update, and mappings to related vocabularies. Typically there is a degree of expert judgement required. In order to provide confidence in users, two requirements are paramount: (i) once published, a URI that denotes a vocabulary item must remain dereferenceable; (ii) the history and status of the content denoted by a URI must be available. These requirements match the standard 'registration' paradigm which is

Effects of Individualized Word Retrieval in Kindergarten Vocabulary Intervention

ERIC Educational Resources Information Center

Damhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo

2016-01-01

We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval…

Vocabulary Instruction: Software Flashcards vs. Word Clouds

ERIC Educational Resources Information Center

Mansouri, Vahid

2015-01-01

When it comes to language learning, vocabulary learning is the main activity focused on. Vocabulary learning is the main problem and also the goal of new language learners. It is one of the major problems that language learners encounter during learning a new language. Krashen (1989) (cited in Tokac, 2005) points out the role of vocabulary in a…

Mobile Learning to Enrich Vocabulary in English

ERIC Educational Resources Information Center

Singaravelu, G.

2009-01-01

The study enlightens the impact of Mobile learning in enriching the vocabulary in English at standard VIII. Objectives of the study: 1. To find out the problems in enriching vocabulary in English at standard VIII. 2. To find out the impact of Mobile learning in enriching vocabulary in English. Hypothesis: There is no significant difference in…

Vocabulary of Toddlers Who Are Late Talkers

ERIC Educational Resources Information Center

MacRoy-Higgins, Michelle; Shafer, Valerie L.; Fahey, Katlin J.; Kaden, Elyssa R.

2016-01-01

The purpose of this study was to understand vocabulary characteristics in toddlers who are late talkers (LT) as compared with age-matched (AM) and vocabulary-matched (VM) peers. The semantic categories (e.g., animals, foods, toys) and the percentage of nouns, verbs, and closed-class words in the vocabularies of 36 toddlers (12 LT, 12 AM, 12 VM)…

Helping ELLs Meet Standards in English Language Arts and Science: An Intervention Focused on Academic Vocabulary

ERIC Educational Resources Information Center

August, Diane; Artzi, Lauren; Barr, Christopher

2016-01-01

The Common Core State Standards and the Next Generation Science Standards require students to understand and produce academic language that appears in informational text. Vocabulary is a critical domain of academic language, but English language learners (ELLs) come to the English Language Arts classroom with more limited English vocabulary than…

Child shyness and peer likeability: The moderating role of pragmatics and vocabulary.

PubMed

Cheung, Hoi Shan; Elliott, John M

2017-11-01

The association between shyness and children's likeability by peers was examined, with pragmatic difficulty and receptive and expressive vocabularies as moderators. Participants were 164 preschoolers (72 boys, 92 girls) between 52 and 79 months old in Singapore. A cross-informant methodology was used, with peers and teachers contributing to separate peer likeability ratings. The findings highlighted a conceptual distinction between peer- and teacher-rated likeability by peers. For the latter only, a 3-way interaction involving shyness, vocabulary, and pragmatic difficulty was found, indicating that for shy children with low vocabulary scores, those who experienced less pragmatic difficulty tended to be seen by teachers as more well-liked by peers than those with more pragmatic difficulty. This suggests that pragmatic skills may serve a protective function especially for shy children with poor vocabulary skills. Statement of contribution What is already known on this subject? Child shyness is related to poorer peer acceptance and social competence Expressive vocabulary and pragmatic competence each has a buffering effect for shy children What the present study adds? Shyness is related to poorer peer likeability as assessed by teachers Shyness is unrelated to peer likeability as assessed by same- or different-sex peers Pragmatic skills buffer the effects of teacher-rated shyness only for children with poor receptive and expressive vocabularies The buffering effect of language ability is shown in a multilingual educational context. © 2017 The British Psychological Society.

Vocabulary Demands of Television Programs

ERIC Educational Resources Information Center

Webb, Stuart; Rodgers, Michael P. H.

2009-01-01

This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama,…

Incidental acquisition of foreign language vocabulary through brief multi-modal exposure.

PubMed

Bisson, Marie-Josée; van Heuven, Walter J B; Conklin, Kathy; Tunney, Richard J

2013-01-01

First language acquisition requires relatively little effort compared to foreign language acquisition and happens more naturally through informal learning. Informal exposure can also benefit foreign language learning, although evidence for this has been limited to speech perception and production. An important question is whether informal exposure to spoken foreign language also leads to vocabulary learning through the creation of form-meaning links. Here we tested the impact of exposure to foreign language words presented with pictures in an incidental learning phase on subsequent explicit foreign language learning. In the explicit learning phase, we asked adults to learn translation equivalents of foreign language words, some of which had appeared in the incidental learning phase. Results revealed rapid learning of the foreign language words in the incidental learning phase showing that informal exposure to multi-modal foreign language leads to foreign language vocabulary acquisition. The creation of form-meaning links during the incidental learning phase is discussed.

Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

ERIC Educational Resources Information Center

Liu, Pei-Lin

2016-01-01

Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

Vocabulary and Sentence Structure in Emergent Spanish Literacy

ERIC Educational Resources Information Center

Briceño, Allison

2016-01-01

Dual language and bilingual education programs are increasing in number and popularity across the country. However, little information is available on how to teach children to read and write in Spanish. This article explores some of the similarities and differences in vocabulary and sentence structure in Spanish and English and considers the…

Evaluation of Controlled Vocabularies by Inter-Indexer Consistency

ERIC Educational Resources Information Center

Monreal, Concha Soler; Gil-Leiva, Isidoro

2011-01-01

Introduction: Several controlled vocabularies are used for indexing three journal articles to check if better or equal consistency rates are achieved with a list of descriptors than with a standard thesaurus and augmented thesaurus. Method: A terminology set for library and information Science was used to build a list of descriptors with…

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

PubMed Central

Patten, Hannah

2017-01-01

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. PMID:28241284

New concepts for building vocabulary for cell image ontologies.

PubMed

Plant, Anne L; Elliott, John T; Bhat, Talapady N

2011-12-21

experiments under a framework of rules that include highly reused root terms will facilitate the addition of new terms into a vocabulary hierarchy and encourage the reuse of terms. These vocabulary hierarchies can be converted into XML schema or RDF graphs for displaying and querying, but this is not necessary for using it to annotate cell images. Vocabulary data trees from multiple experiments or laboratories can be aligned at the root terms to facilitate query development. This approach of developing vocabularies is compatible with the major advances in database technology and could be used for building the Semantic Web.

New concepts for building vocabulary for cell image ontologies

PubMed Central

2011-01-01

Organizing metadata for cell imaging experiments under a framework of rules that include highly reused root terms will facilitate the addition of new terms into a vocabulary hierarchy and encourage the reuse of terms. These vocabulary hierarchies can be converted into XML schema or RDF graphs for displaying and querying, but this is not necessary for using it to annotate cell images. Vocabulary data trees from multiple experiments or laboratories can be aligned at the root terms to facilitate query development. This approach of developing vocabularies is compatible with the major advances in database technology and could be used for building the Semantic Web. PMID:22188658

The Effect of Teaching Vocabulary through Semantic Mapping on EFL Learners' Awareness of the Affective Dimensions of Deep Vocabulary Knowledge

ERIC Educational Resources Information Center

Nilforoushan, Somayeh

2012-01-01

This study focused on the effect of teaching vocabulary through semantic mapping on the awareness of two affective dimensions, evaluation and potency dimensions of deep vocabulary knowledge as well as the general vocabulary knowledge of EFL students. Sixty intermediate EFL female adult learners participated in this study; they were chosen among 90…

The Effectiveness of a Programme-Based Vocabulary Learning Strategies for Developing English Vocabulary for EFL Female Students at Taif University

ERIC Educational Resources Information Center

Ismaiel, Nasrah Mahmoud; Al Asmari, AbdulRahman Awadh

2017-01-01

The study of vocabulary can be considered a chief issue which the second language students encounter within the learning of another language especially, for non-English major students. This study aims at assessing the influence of a suggested program for enhancing EFL students` vocabulary and vocabulary learning strategies use. The sample of this…

Measuring Second Language Vocabulary Knowledge Using a Temporal Method

ERIC Educational Resources Information Center

Tanabe, Masayuki

2016-01-01

The present study addressed the role of speed as a factor in tests of second language (L2) vocabulary knowledge, presupposing that speed of performance is important in actual language use. Research questions were: (a) Do learners with a larger vocabulary size answer faster on an L2 vocabulary breadth test than smaller vocabulary sized learners?;…

Prediction and selection of vocabulary for two leisure activities.

PubMed

Dark, Leigha; Balandin, Susan

2007-01-01

People who use augmentative or alternative communication (AAC) need access to a relevant, socially valid vocabulary if they are to communicate successfully in a variety of contexts. Many people with complex communication needs who utilize some form of high technology or low technology AAC rely on others to predict and select vocabulary for them. In this study the ability of one speech pathologist, nine leisure support workers, and six people with cerebral palsy to accurately predict context-specific vocabulary was explored. Participants predicted vocabulary for two leisure activities - sailing session and Internet café - using the blank page method of vocabulary selection to identify the vocabulary items they considered important for each activity. This predicted vocabulary was then compared with the actual vocabulary used in each of the activities. A total of 187 (68%) of the words predicted for the sailing session were used during recorded conversations, with 88 words (32%) not appearing in the recorded samples. During the visit to the Internet café only 104 (47%) of the words predicted occurred in the recorded samples, with 117 words (53%) not occurring at all. These results support the need to socially validate any vocabulary in order to ensure that it is relevant and useful for the person using the AAC system.

Using Purposefully Created Stories to Teach Academic Vocabulary

ERIC Educational Resources Information Center

Lee, Changnam; Roberts, Carly; Coffey, Debra

2017-01-01

Students' knowledge of vocabulary affects their reading comprehension. Despite abundant research findings in vocabulary learning, practical instructional methods for use in schools are typically underdeveloped. This article proposes a research-based method for teaching the meanings of base academic vocabulary (i.e., Tier 2) words. The method…

Using PDA for Undergraduate Student Incidental Vocabulary Testing

ERIC Educational Resources Information Center

Song, Yanjie; Fox, Robert

2008-01-01

Recent studies have explored English vocabulary learning in environments where students used mobile technologies for prescribed vocabulary learning tasks, or tested designed personalized learning systems to enhance student vocabulary learning for short periods of time in language related courses. Dictionary use via mobile devices has mostly been…

10 CFR 810.14 - Additional information.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false Additional information. 810.14 Section 810.14 Energy DEPARTMENT OF ENERGY ASSISTANCE TO FOREIGN ATOMIC ENERGY ACTIVITIES § 810.14 Additional information. The... activity to submit additional information. ...

Ontology Based Vocabulary Matching for Oceanographic Instruments

NASA Astrophysics Data System (ADS)

Chen, Yu; Shepherd, Adam; Chandler, Cyndy; Arko, Robert; Leadbetter, Adam

2014-05-01

Data integration act as the preliminary entry point as we enter the era of big data in many scientific domains. However the reusefulness of various dataset has met the hurdle due to different initial of interests of different parties, therefore different vocabularies in describing similar or semantically related concepts. In this scenario it is vital to devise an automatic or semi-supervised algorithm to facilitate the convergence of different vocabularies. The Ocean Data Interoperability Platform (ODIP) seeks to increase data sharing across scientific domains and international boundaries by providing a forum to harmonize diverse regional data systems. ODIP participants from the US include the Rolling Deck to Repository (R2R) program, whose mission is to capture, catalog, and describe the underway/environmental sensor data from US oceanographic research vessels and submit the data to public long-term archives. In an attempt to harmonize these regional data systems, especially vocabularies, R2R recognizes the value of the SeaDataNet vocabularies served by the NERC Vocabulary Server (NVS) hosted at the British Oceanographic Data Centre as a trusted, authoritative source for describing many oceanographic research concepts such as instrumentation. In this work, we make use of the semantic relations in the vocabularies served by NVS to build a Bayesian network and take advantage of the idea of entropy in evaluating the correlation between different concepts and keywords. The performance of the model is evaluated against matching instruments from R2R against the SeaDataNet instrument vocabularies based on calculated confidence scores in the instrument pairings. These pairings with their scores can then be analyzed for assertion growing the interoperability of the R2R vocabulary through its links to the SeaDataNet entities.

What Comes First, the OWL or the Bean? Creating Reusable Scientific Software with OWL/RDF Vocabularies.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Stephan, Eric G.; Elsethagen, Todd O.; Kleese van Dam, Kerstin

In the spring of 2013 the U.S. White House by executive order mandated: “Government information shall be managed as an asset throughout its life cycle to promote interoperability and openness, and, wherever possible and legally permissible, to ensure that data are released to the public in ways that make the data easy to find, accessible, and usable.” Key for the reusability of any scientific data is hereby the availability of metadata describing the published data in a vocabulary that is familiar to its potential users. The objective of this paper is to help scientific application developers who want to adoptmore » the continuous stream of new community vocabularies to help make their data sharable, self-describable, and easily understood. To achieve this we suggest semantic vocabulary and application integration best practices and discuss the tradeoffs of encoding vocabularies through code versus deriving code from vocabularies.« less

Object-oriented controlled-vocabulary translator using TRANSOFT + HyperPAD.

PubMed

Moore, G W; Berman, J J

1991-01-01

Automated coding of surgical pathology reports is demonstrated. This public-domain translation software operates on surgical pathology files, extracting diagnoses and assigning codes in a controlled medical vocabulary, such as SNOMED. Context-sensitive translation algorithms are employed, and syntactically correct diagnostic items are produced that are matched with controlled vocabulary. English-language surgical pathology reports, accessioned over one year at the Baltimore Veterans Affairs Medical Center, were translated. With an interface to a larger hospital information system, all natural language pathology reports are automatically rendered as topography and morphology codes. This translator frees the pathologist from the time-intensive task of personally coding each report, and may be used to flag certain diagnostic categories that require specific quality assurance actions.

Object-oriented controlled-vocabulary translator using TRANSOFT + HyperPAD.

PubMed Central

Moore, G. W.; Berman, J. J.

1991-01-01

Automated coding of surgical pathology reports is demonstrated. This public-domain translation software operates on surgical pathology files, extracting diagnoses and assigning codes in a controlled medical vocabulary, such as SNOMED. Context-sensitive translation algorithms are employed, and syntactically correct diagnostic items are produced that are matched with controlled vocabulary. English-language surgical pathology reports, accessioned over one year at the Baltimore Veterans Affairs Medical Center, were translated. With an interface to a larger hospital information system, all natural language pathology reports are automatically rendered as topography and morphology codes. This translator frees the pathologist from the time-intensive task of personally coding each report, and may be used to flag certain diagnostic categories that require specific quality assurance actions. PMID:1807773

Geoscientific Vocabularies and Linked Data at The British Geological Survey - progress and pragmatism

NASA Astrophysics Data System (ADS)

McCormick, T.; Heaven, R.

2013-12-01

solve performance and security issues by serving the linked data as pre-generated static files in a range of formats rather than using a triple-store. This also allows the data to be indexed by search engines. Wherever possible it is good practice to use predicates from well-known published sources, for example RDFS, SKOS, or Dublin Core, in preference to inventing new ones. This promotes re-use of the linked data by as many potential users as possible. Linked data do not directly address logical inference, which is supposed to be one of the aims of the ';Semantic Web'. This sort of ';calculating with knowledge' must be implemented using additional, possibly human-based rather than mechanical, reasoning. Linked data come with all the same issues surrounding provenance and authority of the data that any web resource is subject to. There are issues surrounding versioning and permanence of URIs. Our work on publishing BGS' vocabularies as linked data is proceeding in parallel with our work with the Commission of Geoscience Information (CGI) Geoscience Terminology Working Group which is jointly developing multilingual vocabularies in range of knowledge domains.

Teaching Vocabulary through Poetry in an EFL Classroom

ERIC Educational Resources Information Center

Ozen, Baki; Mohammadzadeh, Behbood

2012-01-01

This study has been conducted to investigate the effectiveness of using poetry to teach vocabulary in a foreign language classroom. It aims to find answers to two research questions (1) "Do the learners enhance more extensive vocabulary knowledge by means of poetry-based vocabulary teaching activities than the traditional coursebook…

How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish-English bilinguals

PubMed Central

Marchman, Virginia A.; Fernald, Anne; Hurtado, Nereyda

2010-01-01

Research using online comprehension measures with monolingual children shows that speed and accuracy of spoken word recognition are correlated with lexical development. Here we examined speech processing efficiency in relation to vocabulary development in bilingual children learning both Spanish and English (n=26; 2;6 yrs). Between-language associations were weak: vocabulary size in Spanish was uncorrelated with vocabulary in English, and children’s facility in online comprehension in Spanish was unrelated to their facility in English. Instead, efficiency of online processing in one language was significantly related to vocabulary size in that language, after controlling for processing speed and vocabulary size in the other language. These links between efficiency of lexical access and vocabulary knowledge in bilinguals parallel those previously reported for Spanish and English monolinguals, suggesting that children’s ability to abstract information from the input in building a working lexicon relates fundamentally to mechanisms underlying the construction of language. PMID:19726000

Vocabulary Knowledge of Deaf and Hearing Postsecondary Students

ERIC Educational Resources Information Center

Sarchet, Thomastine; Marschark, Marc; Borgna, Georgianna; Convertino, Carol; Sapere, Patricia; Dirmyer, Richard

2014-01-01

Deaf children generally are found to have smaller English vocabularies than hearing peers, although studies involving children with cochlear implants have suggested that the gap may decrease or disappear with age. Less is known about the vocabularies of deaf and hard-of-hearing (DHH) postsecondary students or how their vocabulary knowledge relates…

A model-Driven Approach to Customize the Vocabulary of Communication Boards: Towards More Humanization of Health Care.

PubMed

Franco, Natália M; Medeiros, Gabriel F; Silva, Edson A; Murta, Angela S; Machado, Aydano P; Fidalgo, Robson N

2015-01-01

This work presents a Modeling Language and its technological infrastructure to customize the vocabulary of Communication Boards (CB), which are important tools to provide more humanization of health care. Using a technological infrastructure based on Model-Driven Development (MDD) approach, our Modelin Language (ML) creates an abstraction layer between users (e.g., health professionals such as an audiologist or speech therapist) and application code. Moreover, the use of a metamodel enables a syntactic corrector for preventing creation of wrong models. Our ML and metamodel enable more autonomy for health professionals in creating customized CB because it abstracts complexities and permits them to deal only with the domain concepts (e.g., vocabulary and patient needs). Additionally, our infrastructure provides a configuration file that can be used to share and reuse models. This way, the vocabulary modelling effort will decrease our time since people share vocabulary models. Our study provides an infrastructure that aims to abstract the complexity of CB vocabulary customization, giving more autonomy to health professionals when they need customizing, sharing and reusing vocabularies for CB.

47 CFR 25.111 - Additional information.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 47 Telecommunication 2 2013-10-01 2013-10-01 false Additional information. 25.111 Section 25.111... Applications and Licenses General Application Filing Requirements § 25.111 Additional information. (a) The Commission may request from any party at any time additional information concerning any application, or any...

47 CFR 25.111 - Additional information.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 47 Telecommunication 2 2012-10-01 2012-10-01 false Additional information. 25.111 Section 25.111... Applications and Licenses General Application Filing Requirements § 25.111 Additional information. (a) The Commission may request from any party at any time additional information concerning any application, or any...

47 CFR 25.111 - Additional information.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 2 2011-10-01 2011-10-01 false Additional information. 25.111 Section 25.111... Applications and Licenses General Application Filing Requirements § 25.111 Additional information. (a) The Commission may request from any party at any time additional information concerning any application, or any...

17 CFR 230.408 - Additional information.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 17 Commodity and Securities Exchanges 2 2013-04-01 2013-04-01 false Additional information. 230... RULES AND REGULATIONS, SECURITIES ACT OF 1933 General Requirements § 230.408 Additional information. (a) In addition to the information expressly required to be included in a registration statement, there...

Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale

ERIC Educational Resources Information Center

Stewart, Jeffrey; Batty, Aaron Olaf; Bovee, Nicholas

2012-01-01

Second language vocabulary acquisition has been modeled both as multidimensional in nature and as a continuum wherein the learner's knowledge of a word develops along a cline from recognition through production. In order to empirically examine and compare these models, the authors assess the degree to which the Vocabulary Knowledge Scale (VKS;…

Vocabulary Notebook: A Digital Solution to General and Specific Vocabulary Learning Problems in a CLIL Context

ERIC Educational Resources Information Center

Bazo, Plácido; Rodríguez, Romén; Fumero, Dácil

2016-01-01

In this paper, we will introduce an innovative software platform that can be especially useful in a Content and Language Integrated Learning (CLIL) context. This tool is called Vocabulary Notebook, and has been developed to solve all the problems that traditional (paper) vocabulary notebooks have. This tool keeps focus on the personalisation of…

Using New Vocabulary in Writing: Exploring How Word and Learner Characteristics Relate to the Likelihood That Writers Use Newly Taught Vocabulary

ERIC Educational Resources Information Center

Dobbs, Christina L.; Kearns, Devin

2016-01-01

Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word's…

Controlled vocabularies and ontologies in proteomics: Overview, principles and practice☆

PubMed Central

Mayer, Gerhard; Jones, Andrew R.; Binz, Pierre-Alain; Deutsch, Eric W.; Orchard, Sandra; Montecchi-Palazzi, Luisa; Vizcaíno, Juan Antonio; Hermjakob, Henning; Oveillero, David; Julian, Randall; Stephan, Christian; Meyer, Helmut E.; Eisenacher, Martin

2014-01-01

This paper focuses on the use of controlled vocabularies (CVs) and ontologies especially in the area of proteomics, primarily related to the work of the Proteomics Standards Initiative (PSI). It describes the relevant proteomics standard formats and the ontologies used within them. Software and tools for working with these ontology files are also discussed. The article also examines the “mapping files” used to ensure correct controlled vocabulary terms that are placed within PSI standards and the fulfillment of the MIAPE (Minimum Information about a Proteomics Experiment) requirements. This article is part of a Special Issue entitled: Computational Proteomics in the Post-Identification Era. Guest Editors: Martin Eisenacher and Christian Stephan. PMID:23429179

Second Language Vocabulary Assessment: Current Practices and New Directions

ERIC Educational Resources Information Center

Read, John

2007-01-01

This paper surveys some current developments in second language vocabulary assessment, with particular attention to the ways in which computer corpora can provide better quality information about the frequency of words and how they are used in specific contexts. The relative merits of different word lists are discussed, including the Academic Word…

Automatic Identification of Nutritious Contexts for Learning Vocabulary Words

ERIC Educational Resources Information Center

Mostow, Jack; Gates, Donna; Ellison, Ross; Goutam, Rahul

2015-01-01

Vocabulary knowledge is crucial to literacy development and academic success. Previous research has shown learning the meaning of a word requires encountering it in diverse informative contexts. In this work, we try to identify "nutritious" contexts for a word--contexts that help students build a rich mental representation of the word's…

Elementary Preservice Teachers' Science Vocabulary: Knowledge and Application

ERIC Educational Resources Information Center

Carrier, Sarah J.

2013-01-01

Science vocabulary knowledge plays a role in understanding science concepts, and science knowledge is measured in part by correct use of science vocabulary (Lee et al. in "J Res Sci Teach" 32(8):797-816, 1995). Elementary school students have growing vocabularies and many are learning English as a secondary language or depend on schools to learn…

10 CFR 725.13 - Additional information.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false Additional information. 725.13 Section 725.13 Energy DEPARTMENT OF ENERGY PERMITS FOR ACCESS TO RESTRICTED DATA Applications § 725.13 Additional information. The... and before the termination of the permit, require additional information in order to enable the Chief...

28 CFR 80.7 - Additional information.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Additional information. 80.7 Section 80.7... § 80.7 Additional information. If an issuer's or domestic concern's submission does not contain all of the information required by § 80.6, the Department of Justice may request whatever additional...

18 CFR 33.10 - Additional information.

Code of Federal Regulations, 2013 CFR

2013-04-01

... § 33.10 Additional information. The Director of the Office of Energy Market Regulation, or his designee, may, by letter, require the applicant to submit additional information as is needed for analysis of an... 18 Conservation of Power and Water Resources 1 2013-04-01 2013-04-01 false Additional information...

18 CFR 33.10 - Additional information.

Code of Federal Regulations, 2011 CFR

2011-04-01

... § 33.10 Additional information. The Director of the Office of Energy Market Regulation, or his designee, may, by letter, require the applicant to submit additional information as is needed for analysis of an... 18 Conservation of Power and Water Resources 1 2011-04-01 2011-04-01 false Additional information...

18 CFR 33.10 - Additional information.

Code of Federal Regulations, 2014 CFR

2014-04-01

... § 33.10 Additional information. The Director of the Office of Energy Market Regulation, or his designee, may, by letter, require the applicant to submit additional information as is needed for analysis of an... 18 Conservation of Power and Water Resources 1 2014-04-01 2014-04-01 false Additional information...

Implementing an Online Vocabulary Training Program

ERIC Educational Resources Information Center

Robertson, Charles E.

2015-01-01

Although vocabulary acquisition research has shed much light on practical methods for increasing lexical knowledge (Nation, 1994), many foreign language teachers hesitate to implement focused vocabulary-training programs in their classrooms. The reasons most often cited for this hesitation are associated with the difficult tasks of creating,…

A Practical Approach to Vocabulary Reinforcement.

ERIC Educational Resources Information Center

Stieglitz, Ezra L.

1983-01-01

Techniques of semantic feature analysis are applied to exploration and reinforcement of vocabulary. Students are presented with categories of familiar items and asked to describe their characteristics. The method can be used to elicit sentences, reinforce existing vocabulary, and begin discussion. Sample exercises for several difficulty levels are…

Vocabulary Acquisition: Implications for Reading Comprehension

ERIC Educational Resources Information Center

Wagner, Richard K., Ed.; Muse, Andrea E., Ed.; Tannenbaum, Kendra R., Ed.

2006-01-01

Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to…

34 CFR 75.231 - Additional information.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 1 2014-07-01 2014-07-01 false Additional information. 75.231 Section 75.231 Education... Make A Grant § 75.231 Additional information. After selecting an application for funding, the Secretary may require the applicant to submit additional information. (Authority: 20 U.S.C. 1221e-3 and 3474) ...

Vocabulary: The Key to Teaching English Language Learners to Read

ERIC Educational Resources Information Center

Wallace, Christopher

2008-01-01

The greatest challenge inhibiting the ability of English-language learners (ELLs) to read at the appropriate grade level is perhaps a lack of sufficient vocabulary development. While extensive reading is beneficial, these students must acquire the necessary vocabulary in order to read extensively. Both vocabulary breadth and vocabulary depth are…

Vocabulary Is Important for Some, but Not All Reading Skills

ERIC Educational Resources Information Center

Ricketts, Jessie; Nation, Kate; Bishop, Dorothy V. M.

2007-01-01

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for…

Possibilities and Implications of Using the ICF and Other Vocabulary Standards in Electronic Health Records.

PubMed

Vreeman, Daniel J; Richoz, Christophe

2015-12-01

There is now widespread recognition of the powerful potential of electronic health record (EHR) systems to improve the health-care delivery system. The benefits of EHRs grow even larger when the health data within their purview are seamlessly shared, aggregated and processed across different providers, settings and institutions. Yet, the plethora of idiosyncratic conventions for identifying the same clinical content in different information systems is a fundamental barrier to fully leveraging the potential of EHRs. Only by adopting vocabulary standards that provide the lingua franca across these local dialects can computers efficiently move, aggregate and use health data for decision support, outcomes management, quality reporting, research and many other purposes. In this regard, the International Classification of Functioning, Disability, and Health (ICF) is an important standard for physiotherapists because it provides a framework and standard language for describing health and health-related states. However, physiotherapists and other health-care professionals capture a wide range of data such as patient histories, clinical findings, tests and measurements, procedures, and so on, for which other vocabulary standards such as Logical Observation Identifiers Names and Codes and Systematized Nomenclature Of Medicine Clinical Terms are crucial for interoperable communication between different electronic systems. In this paper, we describe how the ICF and other internationally accepted vocabulary standards could advance physiotherapy practise and research by enabling data sharing and reuse by EHRs. We highlight how these different vocabulary standards fit together within a comprehensive record system, and how EHRs can make use of them, with a particular focus on enhancing decision-making. By incorporating the ICF and other internationally accepted vocabulary standards into our clinical information systems, physiotherapists will be able to leverage the potent

Fostering Academic Vocabulary Use in Writing

ERIC Educational Resources Information Center

Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd

2015-01-01

Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

Improving Vocabulary Development Through Balanced Literacy.

ERIC Educational Resources Information Center

Mlakar-Hillig, Mary Ellen; Malvin, Pam; Troy, Leonora

This report describes a program for improving vocabulary development thorough balanced literacy. The targeted population consisted of three elementary classrooms in a community located in a southern suburb of Chicago. A lack of vocabulary knowledge that interfered with student academic success was documented in state and standardized test results,…

The Impact of Teacher Study Groups in Vocabulary on Teaching Practice, Teacher Knowledge, and Student Vocabulary Knowledge: A Large-Scale Replication Study

ERIC Educational Resources Information Center

Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca

2018-01-01

The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…

An Affirmative Approach to Vocabulary Development.

ERIC Educational Resources Information Center

Shioji, Jean

Methods for second language vocabulary development in the intermediate and advanced level English classroom are described. Rather than require students to memorize lists of words, the teacher should give students a better understanding of the process of vocabulary development by showing them how to refine their use of new lexical items and implant…

Intentional Vocabulary Learning Using Digital Flashcards

ERIC Educational Resources Information Center

Hung, Hsiu-Ting

2015-01-01

As an attempt to follow through on the claims made by proponents of intentional vocabulary learning, the present study set out to examine whether and how digital flashcards can be incorporated into a university course to promote the vocabulary learning of English language learners. The overall research findings underscore the value of learning…

Benefiting from Listening in Vocabulary Development

ERIC Educational Resources Information Center

Bulut, Berker; Karasakaloglu, Nuri

2017-01-01

In this research, the effect of active listening training given to fourth grade students on their vocabulary was examined. Pre-test--post-test control group trial model, which is one of the semi-experimental trial models, was used. Besides, "Vocabulary Test" developed by the researcher was applied to experimental and control groups…

Peabody Picture Vocabulary Test-Revised (PPVT-R).

ERIC Educational Resources Information Center

Vance, H. Robert; Stone, J. E.

1990-01-01

The Peabody Picture Vocabulary Test-Revised assesses standard American English receptive vocabulary in individuals, both handicapped and nonhandicapped, ages 2 to 40. This paper describes the test's administration, summation of data, standardization, reliability, and validity. (JDD)

Reading English as a Second Language with Vocabulary Definitions: Cognitive Load Effects on Comprehension and Vocabulary Learning.

ERIC Educational Resources Information Center

Yeung, Alexander Seeshing

Two experiments were conducted to examine the effects of cognitive load management using vocabulary definitions in reading passages for readers of English as a second language (ESL) with different levels of expertise who were attending school in Hong Kong. Experiment 1 found that vocabulary definitions integrated within a passage (integrated…

Investigating an Intelligent System for Vocabulary Learning through Reading

ERIC Educational Resources Information Center

Stockwell, Glenn

2013-01-01

While learners can acquire vocabulary through extensive reading (Pigada & Schmitt, 2006), research suggests that acquisition can be more effective when supplemented with targeted vocabulary activities (e.g., Paribakht & Wesche, 1997). Problems arise, however, in determining what vocabulary learners have acquired, and what items should be…

Yurok Vocabulary.

ERIC Educational Resources Information Center

Bennett, Ruth, Ed.; And Others

An illustrated vocabulary presents approximately 275 Yurok words organized topically from the Indian perspective to demonstrate the relationship between Yurok Indians and their social and natural worlds. English terms arranged alphabetically within each topic have two accompanying Yurok entries--one a Unifon spelling, the other having syllable…

Parenting Supports for Early Vocabulary Development: Specific Effects of Sensitivity and Stimulation through Infancy

PubMed Central

Vallotton, Claire; Mastergeorge, Ann; Foster, Tricia; Decker, Kalli B.; Ayoub, Catherine

2016-01-01

Growing recognition of disparities in early childhood language environments prompt examination of parent-child interactions which support vocabulary. Research links parental sensitivity and cognitive stimulation to child language, but has not explicitly contrasted their effects, nor examined how effects may change over time. We examined maternal sensitivity and stimulation throughout infancy using two observational methods – ratings of parents’ interaction qualities, and coding of discrete parenting behaviors - to assess the relative importance of these qualities to child vocabulary over time, and determine whether mothers make related changes in response to children’s development. Participants were 146 infants and mothers, assessed when infants were 14, 24, and 36 months. At 14 months, sensitivity had a stronger effect on vocabulary than did stimulation, but the effect of stimulation grew throughout toddlerhood. Mothers’ cognitive stimulation grew over time, whereas sensitivity remained stable. While discrete parenting behaviors changed with child age, there was no evidence of trade-offs between sensitive and stimulating behaviors, and no evidence that sensitivity moderated the effect of stimulation on child vocabulary. Findings demonstrate specificity of timing in the link between parenting qualities and child vocabulary which could inform early parent interventions, and supports a reconceptualization of the nature and measurement of parental sensitivity. PMID:28111526

Crossword Puzzles as a Learning Tool for Vocabulary Development

ERIC Educational Resources Information Center

Orawiwatnakul, Wiwat

2013-01-01

Introduction: Since vocabulary is a key basis on which reading achievement depends, various vocabulary acquisition techniques have become pivotal. Among the many teaching approaches, traditional or otherwise, the use of crossword puzzles seems to offer potential and a solution for the problem of learning vocabulary. Method: This study was…

Enhancing Access to Situational Vocabulary by Leveraging Geographic Context

ERIC Educational Resources Information Center

Patel, Rupal; Radhakrishnan, Rajiv

2007-01-01

Users of augmentative and alternative communication (AAC) aids could benefit from novel methods for accelerating access to contextually relevant vocabulary. This paper describes our initial efforts toward improving access to situational vocabulary through the use of geographic context to predict vocabulary. A corpus of spoken data produced by one…

Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition

ERIC Educational Resources Information Center

Ender, Andrea

2016-01-01

Studies on vocabulary acquisition in second language learning have revealed that a large amount of vocabulary is learned without an overt intention, in other words, incidentally. This article investigates the relevance of different lexical processing strategies for vocabulary acquisition when reading a text for comprehension among 24 advanced…

Genetic and Environmental Influences on Vocabulary and Reading Development

ERIC Educational Resources Information Center

Olson, Richard K.; Keenan, Janice M.; Byrne, Brian; Samuelsson, Stefan; Coventry, William L.; Corley, Robin; Wadsworth, Sally J.; Willcutt, Erik G.; DeFries, John C.; Pennington, Bruce F.; Hulslander, Jacqueline

2011-01-01

Genetic and environmental relations between vocabulary and reading skills were explored longitudinally from preschool through Grades 2 and 4. At preschool there were strong shared-environment and weak genetic influences on both vocabulary and print knowledge but substantial differences in their source. Separation of etiology for vocabulary and…

The Exploring Nature of Vocabulary Acquisition and Common Main Gaps in the Current Studies of Vocabulary Acquisition

ERIC Educational Resources Information Center

Fazeli, Seyed Hossein

2012-01-01

Vocabulary can be a key factor for success, central to a language, and paramount to a language learner. In such situation, the lexicon may be the most important component for learners (Grass and Selinker, 1994), and mastering of vocabulary is an essential component of second/foreign language teaching and learning that has been repeatedly…

Growing Capacity with the Vocabulary of English Language Arts Programs: Vocabulary Megaclusters. Reading Research Report. #11.02

ERIC Educational Resources Information Center

Hiebert, Elfrieda H.

2011-01-01

The typical approach to teaching vocabulary in English/Language Arts programs has been to focus on six to eight words per text. Even though these words may add meaning to a particular story, the target words are often rare and their generalizability is limited. The Vocabulary Megaclusters provides a framework for selecting and teaching words…

The Effect of Data-Driven Approach to Teaching Vocabulary on Iranian Students' Learning of English Vocabulary

ERIC Educational Resources Information Center

Barabadi, Elyas; Khajavi, Yaser

2017-01-01

Corpus-based data-driven learning (DDL) is an innovation in teaching and learning new vocabulary for EFL students. Using teacher-prepared materials obtained from COCA corpus, the goal of the present study is to compare DDL and traditional methods of teaching vocabulary like consultation of dictionary or a grammar book. As such, two intact classes…

The Relationship between Vocabulary and Writing Quality in Three Genres

ERIC Educational Resources Information Center

Olinghouse, Natalie G.; Wilson, Joshua

2013-01-01

The purpose of this study was to examine the role of vocabulary in writing across three genres. Fifth graders (N = 105) wrote three compositions: story, persuasive, and informative. Each composition revolved around the topic of outer space to control for background knowledge. Written compositions were scored for holistic writing quality and…

Effectiveness of Mobile Devices on Vocabulary Learning: A Meta-Analysis

ERIC Educational Resources Information Center

Mahdi, Hassan Saleh

2018-01-01

Mobile devices are considered as the most widely used information and communication technologies. They have provided great advantages in language learning. This study reports a meta-analysis of the effectiveness of using mobile devices on vocabulary learning. A meta-analysis was conducted on research that compared the outcomes from students…

Memory Strategy Instruction, Contextual Learning and ESP Vocabulary Recall

ERIC Educational Resources Information Center

Atay, Derin; Ozbulgan, Cengiz

2007-01-01

In the last decades there has been an increasing interest in vocabulary learning strategies given that they are found to facilitate second/foreign language vocabulary learning and recall. As many learners do not develop sufficient mastery of the strategy repertoire, explicit instruction on vocabulary learning strategies may help them to become…

The Influence of Electronic Dictionaries on Vocabulary Knowledge Extension

ERIC Educational Resources Information Center

Rezaei, Mojtaba; Davoudi, Mohammad

2016-01-01

Vocabulary learning needs special strategies in language learning process. The use of dictionaries is a great help in vocabulary learning and nowadays the emergence of electronic dictionaries has added a new and valuable resource for vocabulary learning. The present study aims to explore the influence of Electronic Dictionaries (ED) Vs. Paper…

Computer-Assisted Second Language Vocabulary Instruction: A Meta-Analysis

ERIC Educational Resources Information Center

Chiu, Yi-Hui

2013-01-01

There is growing attention to incorporating computer-mediated instruction for language learning and teaching. Specifically, vocabulary is arguably the foundation of mastering a language, as the mastery of vocabulary is the fundamental step of learning a language. Second language (L2) vocabulary is important in the development of cognitive systems…

Core vocabulary of young children with Down syndrome.

PubMed

Deckers, Stijn R J M; Van Zaalen, Yvonne; Van Balkom, Hans; Verhoeven, Ludo

2017-06-01

The aim of this study was to develop a core vocabulary list for young children with intellectual disabilities between 2 and 7 years of age because data from this population are lacking in core vocabulary literature. Children with Down syndrome are considered one of the most valid reference groups for researching developmental patterns in children with intellectual disabilities; therefore, spontaneous language samples of 30 Dutch children with Down syndrome were collected during three different activities with multiple communication partners (free play with parents, lunch- or snack-time at home or at school, and speech therapy sessions). Of these children, 19 used multimodal communication, primarily manual signs and speech. Functional word use in both modalities was transcribed. The 50 most frequently used core words accounted for 67.2% of total word use; 16 words comprised core vocabulary, based on commonality. These data are consistent with similar studies related to the core vocabularies of preschoolers and toddlers with typical development, although the number of nouns present on the core vocabulary list was higher for the children in the present study. This finding can be explained by manual sign use of the children with Down syndrome and is reflective of their expressive vocabulary ages.

Universal and adapted vocabularies for generic visual categorization.

PubMed

Perronnin, Florent

2008-07-01

Generic Visual Categorization (GVC) is the pattern classification problem which consists in assigning labels to an image based on its semantic content. This is a challenging task as one has to deal with inherent object/scene variations as well as changes in viewpoint, lighting and occlusion. Several state-of-the-art GVC systems use a vocabulary of visual terms to characterize images with a histogram of visual word counts. We propose a novel practical approach to GVC based on a universal vocabulary, which describes the content of all the considered classes of images, and class vocabularies obtained through the adaptation of the universal vocabulary using class-specific data. The main novelty is that an image is characterized by a set of histograms - one per class - where each histogram describes whether the image content is best modeled by the universal vocabulary or the corresponding class vocabulary. This framework is applied to two types of local image features: low-level descriptors such as the popular SIFT and high-level histograms of word co-occurrences in a spatial neighborhood. It is shown experimentally on two challenging datasets (an in-house database of 19 categories and the PASCAL VOC 2006 dataset) that the proposed approach exhibits state-of-the-art performance at a modest computational cost.

16 CFR 1102.16 - Additional information.

Code of Federal Regulations, 2012 CFR

2012-01-01

... PUBLICLY AVAILABLE CONSUMER PRODUCT SAFETY INFORMATION DATABASE Content Requirements § 1102.16 Additional... in the Database any additional information it determines to be in the public interest, consistent...

16 CFR 1102.16 - Additional information.

Code of Federal Regulations, 2014 CFR

2014-01-01

... PUBLICLY AVAILABLE CONSUMER PRODUCT SAFETY INFORMATION DATABASE Content Requirements § 1102.16 Additional... in the Database any additional information it determines to be in the public interest, consistent...

The Effectiveness of a Supplemental Pre-Kindergarten Vocabulary Intervention

ERIC Educational Resources Information Center

Kong, Na Young

2013-01-01

Oral vocabulary is a strong predictor of young children's later reading development. Many children enter kindergarten with weak vocabulary knowledge and could benefit from an extra level or higher tier of intentional instruction in vocabulary that supplements the Tier 1 core curriculum in language. Recent findings from research developing a…

Vocabulary Teaching in Action-Oriented Approach

ERIC Educational Resources Information Center

Gunday, Rifat; Atmaca, Hasan

2016-01-01

The words are called as basic building blocks of language. It is impossible to discuss the language system without words. It is related to the vocabulary whether a language is rich or not. It is also related to the peoples' vocabulary to understand what is said and written or to express effectively their thoughts and their feelings verbally or in…

Receptive Vocabulary in Boys with Autism Spectrum Disorder: Cross-Sectional Developmental Trajectories

PubMed Central

McDuffie, Andrea S.; Hagerman, Randi J.; Abbeduto, Leonard

2013-01-01

In light of evidence that receptive language may be a relative weakness for individuals with autism spectrum disorder (ASD), this study characterized receptive vocabulary profiles in boys with ASD using cross-sectional developmental trajectories relative to age, nonverbal cognition, and expressive vocabulary. Participants were 49 boys with ASD (4–11 years) and 80 typically developing boys (2–11 years). Receptive vocabulary, assessed with the Peabody Picture Vocabulary Test, was a weakness for boys with ASD relative to age and nonverbal cognition. Relative to expressive vocabulary, assessed with the Expressive Vocabulary Test, receptive vocabulary increased at a lower rate for boys with ASD. Vocabulary trajectories in ASD are distinguished from typical development; however, nonverbal cognition largely accounts for the patterns observed. PMID:23588510

Stylistic Variations in Science Lectures: Teaching Vocabulary.

ERIC Educational Resources Information Center

Jackson, Jane; Bilton, Linda

1994-01-01

Twenty lectures by native speaker geology lecturers to nonnative speaker students were transcribed, and 921 instances of vocabulary elaboration were coded into a computer database according to 20 linguistic features. Analysis revealed noticeable variation among lecturers in language range/technicality, vocabulary elaboration, signalling, and use…

Rhyming and Vocabulary: Effects of Lexical Restructuring

ERIC Educational Resources Information Center

Stadler, Marie A.; Watson, Maggie; Skahan, Sarah

2007-01-01

The purpose of this investigation was to determine the effect of lexical restructuring on children's phonological awareness. Thirty-three preschool children were assessed for vocabulary skills and ability to detect rhyme. Results supported the lexical restructuring theory because expressive vocabulary abilities were correlated with rhyming…

Managing an Uncontrolled Vocabulary Ex Post Factor

ERIC Educational Resources Information Center

Lefever, Maureen; And Others

1972-01-01

The operational retrospective retrieval service offered by BIOSIS exploits a file created essentially without vocabulary control. A pragmatic program of file building criteria has been persued which has provided improved retrieval and an annual summary of the vocabulary of the literature. (11 references) (Author/KE)

Processing Academic Language through Four Corners Vocabulary Chart Applications

ERIC Educational Resources Information Center

Smith, Sarah; Sanchez, Claudia; Betty, Sharon; Davis, Shiloh

2016-01-01

4 Corners Vocabulary Charts (FCVCs) are explored as a multipurpose vehicle for processing academic language in a 5th-grade classroom. FCVCs typically display a vocabulary word, an illustration of the word, synonyms associated with the word, a sentence using a given vocabulary word, and a definition of the term in students' words. The use of…

Learning new vocabulary in German: the effects of inferring word meanings, type of feedback, and time of test.

PubMed

Carpenter, Shana K; Sachs, Riebana E; Martin, Beth; Schmidt, Kristian; Looft, Ruxandra

2012-02-01

In the present study, introductory-level German students read a simplified story and learned the meanings of new German words by reading English translations in marginal glosses versus trying to infer (i.e., guess) their translations. Students who inferred translations were given feedback in English or in German, or no feedback at all. Although immediate retention of new vocabulary was better for students who used marginal glosses, students who inferred word meanings and then received English feedback forgot fewer translations over time. Plausible but inaccurate inferences (i.e., those that made sense in the context) were more likely to be corrected by students who received English feedback as compared with German feedback, providing support for the beneficial effects of mediating information. Implausible inaccurate inferences, however, were more likely to be corrected on the delayed vocabulary test by students who received German feedback as compared with English feedback, possibly because of the additional contextual support provided by German feedback.

Vocabulary Instruction: Research to Practice. Second Edition

ERIC Educational Resources Information Center

Kame'enui, Edward J., Ed.; Baumann, James F., Ed.

2012-01-01

This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games…

Enhancing Adolescents' Comprehension of Text by Building Vocabulary Knowledge

ERIC Educational Resources Information Center

Swanson, Elizabeth; Vaughn, Sharon; Wexler, Jade

2017-01-01

This article describes the importance of vocabulary knowledge in adolescents' reading comprehension, particularly for students with disabilities. Students with stronger vocabularies tend to have better background knowledge and improved understanding of content-area texts. We describe evidence-based vocabulary instructional practices that…

Mnemonic versus Nonmnemonic Vocabulary-learning Strategies for Children.

ERIC Educational Resources Information Center

Levin, Joel R.; And Others

1982-01-01

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)

Productive Vocabulary among Three Groups of Bilingual American Children: Comparison and Prediction

PubMed Central

Cote, Linda R.; Bornstein, Marc H.

2015-01-01

The importance of input factors for bilingual children’s vocabulary development was investigated. Forty-seven Argentine, 42 South Korean, 51 European American, 29 Latino immigrant, 26 Japanese immigrant, and 35 Korean immigrant mothers completed checklists of their 20-month-old children’s productive vocabularies. Bilingual children’s vocabulary sizes in each language separately were consistently smaller than their monolingual peers but only Latino bilingual children had smaller total vocabularies than monolingual children. Bilingual children’s vocabulary sizes were similar to each other. Maternal acculturation predicted the amount of input in each language, which then predicted children’s vocabulary size in each language. Maternal acculturation also predicted children’s English-language vocabulary size directly. PMID:25620820

The Role of Orthography in Oral Vocabulary Learning in Chinese Children

ERIC Educational Resources Information Center

Li, Hong; Zhang, Jie; Ehri, Linnea; Chen, Yu; Ruan, Xiaotong; Dong, Qiong

2016-01-01

Previous research has shown that the presence of English word spellings facilitates children's oral vocabulary learning. Whether a similar orthographic facilitation effect may exist in Chinese is interesting but not intuitively obvious due to the character writing system representing morphosyllabic but not phoneme-size information, and the more…

Predicting Response to Treatment in a Tier 2 Supplemental Vocabulary Intervention

ERIC Educational Resources Information Center

Kelley, Elizabeth; Leary, Emily; Goldstein, Howard

2018-01-01

Purpose: To effectively implement a response to intervention approach, there is a need for timely and specific information about student learning in response to treatment to ensure that treatment decisions are appropriate. This exploratory study examined responsivity to a supplemental, Tier 2 vocabulary intervention delivered to preschool children…

Vocabulary Intervention for Adolescents with Language Disorder: A Systematic Review

ERIC Educational Resources Information Center

Lowe, Hilary; Henry, Lucy; Müller, Lisa-Maria; Joffe, Victoria L.

2018-01-01

Background: Language disorder and associated vocabulary difficulties can persist into adolescence, and can impact on long-term life outcomes. Previous reviews have shown that a variety of intervention techniques can successfully enhance students' vocabulary skills; however, none has investigated vocabulary intervention specifically for adolescents…

Hypermedia and Vocabulary Acquisition for Second Language

ERIC Educational Resources Information Center

Meli, Rocio

2009-01-01

The purpose of this study was to examine the impact of multimedia as a delivery tool for enhancing vocabulary in second-language classrooms. The mixed method design focused on specific techniques to help students acquire Spanish vocabulary and communication skills. The theoretical framework for this study consisted of second language theories…

Vocabulary Memorizing Strategies by Chinese University Students

ERIC Educational Resources Information Center

Yang, Wei-dong; Dai, Wei-ping

2012-01-01

The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword…

Modification of the Peabody Picture Vocabulary Test.

ERIC Educational Resources Information Center

Faizunisa, Ali; Costello, Joan

This study reports an attempt to improve the administration of the Peabody Picture Vocabulary Test (PPVT) by identifying and modifying aspects of the test which adversely affect disadvantaged preschoolers' performance. The resultant test was called the Modified Peabody Picture Vocabulary Test (M-PPVT). Two samples from the same lower class…

Impact of auditory selective attention on verbal short-term memory and vocabulary development.

PubMed

Majerus, Steve; Heiligenstein, Lucie; Gautherot, Nathalie; Poncelet, Martine; Van der Linden, Martial

2009-05-01

This study investigated the role of auditory selective attention capacities as a possible mediator of the well-established association between verbal short-term memory (STM) and vocabulary development. A total of 47 6- and 7-year-olds were administered verbal immediate serial recall and auditory attention tasks. Both task types probed processing of item and serial order information because recent studies have shown this distinction to be critical when exploring relations between STM and lexical development. Multiple regression and variance partitioning analyses highlighted two variables as determinants of vocabulary development: (a) a serial order processing variable shared by STM order recall and a selective attention task for sequence information and (b) an attentional variable shared by selective attention measures targeting item or sequence information. The current study highlights the need for integrative STM models, accounting for conjoined influences of attentional capacities and serial order processing capacities on STM performance and the establishment of the lexical language network.

Latin Revived: Source-Based Vocabulary Lessons Courtesy of Harry Potter

ERIC Educational Resources Information Center

Nilsen, Alleen Pace; Nilsen, Don L. F.

2006-01-01

Teachers can build on students' familiarity with and respect for the Harry Potter books to create source-based vocabulary lessons. The idea is to work with the Latin roots that J. K. Rowling uses to create original names for places, people, and magical charms and then to extend students' knowledge through exploration of additional English words…

Word Families and Frequency Bands in Vocabulary Tests: Challenging Conventions

ERIC Educational Resources Information Center

Kremmel, Benjamin

2016-01-01

Vocabulary test development often appears to be based on the design principles of previous tests, without questioning or empirically examining the assumptions underlying those principles. Given the current proliferation of vocabulary tests, it seems timely for the field of vocabulary testing to problematize some of those traditionalised…

A Context-Based Strategy for Teaching Vocabulary

ERIC Educational Resources Information Center

Nelson, Deanna L.

2008-01-01

Students in Deanna L. Nelson's high school classroom study vocabulary gradually over a period of time. Students begin by collecting words from readings and listing them on a designated whiteboard. They prepare practice quizzes to exchange with peers and engage in frequent vocabulary discussions that emphasize recognition of context clues and other…

Tuning in to Vocabulary Frequency in Coursebooks

ERIC Educational Resources Information Center

O'Loughlin, Richard

2012-01-01

For second language learners vocabulary growth is of major importance, and for many learners commercially published coursebooks will be the source of this vocabulary learning. In this preliminary study, input from three levels of the coursebook series "New English File" (Oxenden and Latham-Koenig, 2006; Oxenden, Latham-Koenig, and Seligson, 2004,…

Mobile-Assisted Vocabulary Learning: A Review Study

ERIC Educational Resources Information Center

Afzali, Parichehr; Shabani, Somayeh; Basir, Zohreh; Ramazani, Mohammad

2017-01-01

Mobile phones are becoming more acceptable toolkits to learn languages. One aspect of English language which has been subject to investigation in mobile-assisted language learning (MALL) is vocabulary. This study reviewed some of the studies conducted in various contexts on the effect of MALL on vocabulary learning. We investigated some of the…

Towards a Deeper Assessment of Vocabulary Knowledge.

ERIC Educational Resources Information Center

Read, John

While interest in second language vocabulary knowledge has increased, vocabulary testing remains largely confined to the quantitative measurement of discrete items. More qualitative measures are needed to assess how well particular words are known. Research has characterized word knowledge in two ways: as a set of components or aspects, and as an…

The Effects of Morphemic Vocabulary Instruction on Prefix Vocabulary and Sentence Comprehension for Middle School Students with Learning Disabilities

ERIC Educational Resources Information Center

Brown, Shannon Harris; Lignugaris-Kraft, Benjamin; Forbush, David E.

2016-01-01

A limited vocabulary is a substantial obstacle to success in reading comprehension (Graves, 2004). A morphemic approach to vocabulary instruction may be an effective method for increasing student outcomes in both word knowledge and reading comprehension (Kuo & Anderson, 2006; Reed, 2008). The purpose of this research was to examine the effects…

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

The Effects of Vocabulary Knowledge and Dictionary Use on EFL Reading Performance

ERIC Educational Resources Information Center

Shen, Zhifa

2013-01-01

The present study mainly investigated the effects of vocabulary knowledge and dictionary use on EFL reading performance. The results show that scores on vocabulary size, specific vocabulary knowledge, and reading comprehension are highly and positively correlated. Scores on specific vocabulary knowledge are more closely correlated with reading…

Elementary Students' Acquisition of Academic Vocabulary Through Engineering Design

NASA Astrophysics Data System (ADS)

Kugelmass, Rachel

This study examines how STEM (science, technology, engineering, and mathematics) inquiry-based learning through a hands-on engineering design can be beneficial in helping students acquire academic vocabulary. This research took place in a second grade dual- language classroom in a public, suburban elementary school. English language learners, students who speak Spanish at home, and native English speakers were evaluated in this study. Each day, students were presented with a general academic vocabulary focus word during an engineering design challenge. Vocabulary pre-tests and post-tests as well as observation field notes were used to evaluate the student's growth in reading and defining the focus academic vocabulary words. A quiz and KSB (knowledge and skill builder) packet were used to evaluate students' knowledge of science and math content and engineering design. The results of this study indicate that engineering design is an effective means for teaching academic vocabulary to students with varying levels of English proficiency.

Vocabulary Learning through Picture-Viewing and Picture-Drawing on Tablets

ERIC Educational Resources Information Center

Ou, Kuo-Liang; Tarng, Wernhuar; Chen, Yi-Ru

2018-01-01

Beginning learners of English frequently use flashcards as a tool for learning vocabulary. However, because of the consciousness difference between the picture-readers and picture-drawers on vocabularies, errors may be involved in the learners' comprehension of the vocabulary terms on the flashcards. This article develops and evaluates an English…

The Impact of Attrition on Vocabulary Knowledge among Saudi Teachers

ERIC Educational Resources Information Center

Alharthi, Thamer

2014-01-01

This two-year longitudinal study tracks the extent of vocabulary attrition among Arabic-speaking English graduate teachers. Data were collected through pre-post tests of receptive and productive vocabulary knowledge. The results showed drastic attrition in vocabulary knowledge soon after the end of formal instruction followed by slight gain,…

Embedding Vocabulary Instruction into the Art Experience

ERIC Educational Resources Information Center

LaBrocca, RoseAnn; Morrow, Lesley Mandel

2016-01-01

The purpose of this article is to describe how an elementary art specialist scaffolded learning of specific academic vocabulary during a unit on how to create hollow clay ceramic sculptures. Although much has been written recently on how elementary teachers might better teach academic vocabulary in reading and language arts contexts as well as in…

Vocabulary Growth of the Advanced EFL Learner

ERIC Educational Resources Information Center

Ozturk, Meral

2015-01-01

This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

Lexical Threshold Revisited: Lexical Text Coverage, Learners' Vocabulary Size and Reading Comprehension

ERIC Educational Resources Information Center

Laufer, Batia; Ravenhorst-Kalovski, Geke C.

2010-01-01

We explore the relationship between second language (L2) learners' vocabulary size, lexical text coverage that their vocabulary provides and their reading comprehension. We also conceptualize "adequate reading comprehension" and look for the lexical threshold for such reading in terms of coverage and vocabulary size. Vocabulary size was…

Facilitating Vocabulary Acquisition of Young English Language Learners

ERIC Educational Resources Information Center

Lugo-Neris, Mirza J.; Jackson, Carla Wood; Goldstein, Howard

2010-01-01

Purpose: This study examined whether English-only vocabulary instruction or English vocabulary instruction enhanced with Spanish bridging produced greater word learning in young Spanish-speaking children learning English during a storybook reading intervention while considering individual language characteristics. Method: Twenty-two…

Online Independent Vocabulary Learning Experience of Hong Kong University Students

ERIC Educational Resources Information Center

Tang, Eunice; Chung, Edsoulla; Li, Eddy; Yeung, Steven

2016-01-01

In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an e-learning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and…

Using Lemony Snicket to Bring Smiles to Your Vocabulary Lessons

ERIC Educational Resources Information Center

Arter, Lisa Maxwell; Nilsen, Alleen Pace

2009-01-01

Vocabulary instruction is addressed on two levels in this article: 1) the importance of direct teaching and 2) using the books of a popular children's series as examples to support these vocabulary lessons. Also addressed are specific methods of turning classrooms into places where vocabulary instruction is effective and enjoyable. Elements of…

A System for English Vocabulary Acquisition Based on Code-Switching

ERIC Educational Resources Information Center

Mazur, Michal; Karolczak, Krzysztof; Rzepka, Rafal; Araki, Kenji

2016-01-01

Vocabulary plays an important part in second language learning and there are many existing techniques to facilitate word acquisition. One of these methods is code-switching, or mixing the vocabulary of two languages in one sentence. In this paper the authors propose an experimental system for computer-assisted English vocabulary learning in…

Aspects of Vocabulary Knowledge in German Textbooks

ERIC Educational Resources Information Center

Neary-Sundquist, Colleen A.

2015-01-01

Previous research on second language vocabulary acquisition has shown that learning to use a new word is not a simple matter of making a form-meaning connection. Knowing a word instead requires mastery of as many as nine different aspects of vocabulary knowledge (Nation, 2001). The current study uses data from five beginning-level textbooks of…

Word Writing vs. Meaning Inferencing in Contextualized L2 Vocabulary Learning: Assessing the Effect of Different Vocabulary Learning Strategies

ERIC Educational Resources Information Center

Candry, Sarah; Elgort, Irina; Deconinck, Julie; Eyckmans, June

2017-01-01

The majority of L2 vocabulary studies concentrate on learning word meaning and provide learners with opportunities for semantic elaboration (i.e., focus on word meaning). However, in initial vocabulary learning, engaging in structural elaboration (i.e., focus on word form) with a view to acquiring L2 word form is equally important. The present…

Examining the Classification Accuracy of a Vocabulary Screening Measure with Preschool Children

ERIC Educational Resources Information Center

Marcotte, Amanda M.; Clemens, Nathan H.; Parker, Christopher; Whitcomb, Sara A.

2016-01-01

This study investigated the classification accuracy of the "Dynamic Indicators of Vocabulary Skills" (DIVS) as a preschool vocabulary screening measure. With a sample of 240 preschoolers, fall and winter DIVS scores were used to predict year-end vocabulary risk using the 25th percentile on the "Peabody Picture Vocabulary Test--Third…

Does input influence uptake? Links between maternal talk, processing speed and vocabulary size in Spanish-learning children

PubMed Central

Hurtado, Nereyda; Marchman, Virginia A.; Fernald, Anne

2010-01-01

It is well established that variation in caregivers' speech is associated with language outcomes, yet little is known about the learning principles that mediate these effects. This longitudinal study (n = 27) explores whether Spanish-learning children's early experiences with language predict efficiency in real-time comprehension and vocabulary learning. Measures of mothers' speech at 18 months were examined in relation to children's speech processing efficiency and reported vocabulary at 18 and 24 months. Children of mothers who provided more input at 18 months knew more words and were faster in word recognition at 24 months. Moreover, multiple regression analyses indicated that the influences of caregiver speech on speed of word recognition and vocabulary were largely overlapping. This study provides the first evidence that input shapes children's lexical processing efficiency and that vocabulary growth and increasing facility in spoken word comprehension work together to support the uptake of the information that rich input affords the young language learner. PMID:19046145

18 CFR 33.10 - Additional information.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Additional information. 33.10 Section 33.10 Conservation of Power and Water Resources FEDERAL ENERGY REGULATORY COMMISSION... § 33.10 Additional information. The Director of the Office of Energy Market Regulation, or his designee...

Early Vocabulary in Relation to Gender, Bilingualism, Type, and Duration of Childcare

PubMed Central

Stolarova, M.; Brielmann, A. A.; Wolf, C.; Rinker, T.; Burke, T; Baayen, H.

2016-01-01

This study investigates the predictive value of child-related and environmental characteristics for early lexical development. The German productive vocabulary of 51 2-year-olds (27 girls), assessed via parental report, was analyzed taking children’s gender, the type of early care they experienced, and their mono- versus bilingual language composition into consideration. The children were from an educationally homogeneous group of families and state-regulated daycare facilities with high structural quality. All investigated subgroups exhibited German vocabulary size within the expected normative range. Gender differences in vocabulary composition, but not in size, were observed. There were no general differences in vocabulary size or composition between the 2 care groups. An interaction between the predictors gender and care arrangement showed that girls without regular daycare experience before the age of 2 years had a somewhat larger vocabulary than all other investigated subgroups of children. The vocabulary size of the 2-year-old children in daycare correlated positively with the duration of their daycare experience prior to testing. The small subgroup of bilingual children investigated exhibited slightly lower but still normative German expressive vocabulary size and a different vocabulary composition compared to the monolingual children. This study expands current knowledge about relevant predictors of early vocabulary. It shows that in the absence of educational disadvantages the duration of early daycare experience of high structural quality is positively associated with vocabulary size but also points to the fact that environmental characteristics, such as type of care, might affect boys’ and girls’ early vocabulary in different ways. PMID:28127412

10 CFR 810.14 - Additional information.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false Additional information. 810.14 Section 810.14 Energy DEPARTMENT OF ENERGY ASSISTANCE TO FOREIGN ATOMIC ENERGY ACTIVITIES § 810.14 Additional information. The Department of Energy may at any time require a person engaging in any generally or specifically authorized...

10 CFR 810.14 - Additional information.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false Additional information. 810.14 Section 810.14 Energy DEPARTMENT OF ENERGY ASSISTANCE TO FOREIGN ATOMIC ENERGY ACTIVITIES § 810.14 Additional information. The Department of Energy may at any time require a person engaging in any generally or specifically authorized...

10 CFR 810.14 - Additional information.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 4 2010-01-01 2010-01-01 false Additional information. 810.14 Section 810.14 Energy DEPARTMENT OF ENERGY ASSISTANCE TO FOREIGN ATOMIC ENERGY ACTIVITIES § 810.14 Additional information. The Department of Energy may at any time require a person engaging in any generally or specifically authorized...

10 CFR 810.14 - Additional information.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false Additional information. 810.14 Section 810.14 Energy DEPARTMENT OF ENERGY ASSISTANCE TO FOREIGN ATOMIC ENERGY ACTIVITIES § 810.14 Additional information. The Department of Energy may at any time require a person engaging in any generally or specifically authorized...

Using Mobile-Assisted Exercises to Support Students' Vocabulary Skill Development

ERIC Educational Resources Information Center

Suwantarathip, Ornprapat; Orawiwatnakul, Wiwat

2015-01-01

The use of mobile phones for learning has become well-known and is widely adopted in many language classes. The use of SMS for transmitting short messages is a fast way of helping students to learn vocabulary. To address this issue, this study was conducted to examine the effects of mobile-assisted vocabulary exercises on vocabulary acquisition of…

A Mis-recognized Medical Vocabulary Correction System for Speech-based Electronic Medical Record

PubMed Central

Seo, Hwa Jeong; Kim, Ju Han; Sakabe, Nagamasa

2002-01-01

Speech recognition as an input tool for electronic medical record (EMR) enables efficient data entry at the point of care. However, the recognition accuracy for medical vocabulary is much poorer than that for doctor-patient dialogue. We developed a mis-recognized medical vocabulary correction system based on syllable-by-syllable comparison of speech text against medical vocabulary database. Using specialty medical vocabulary, the algorithm detects and corrects mis-recognized medical vocabularies in narrative text. Our preliminary evaluation showed 94% of accuracy in mis-recognized medical vocabulary correction.

A Basic Vocabulary and a Bibliography for Scientific and Technical English.

ERIC Educational Resources Information Center

Brunt, Richard J.

The selection of 594 words in this basic vocabulary list was compiled from various dictionaries and frequency lists for physics, mathematics and civil engineering. The list attempts to include those words which have been found to be unknown by German students learning English for science and technology. In addition to the word list, a bibliography…

Coherent Image Layout using an Adaptive Visual Vocabulary

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dillard, Scott E.; Henry, Michael J.; Bohn, Shawn J.

When querying a huge image database containing millions of images, the result of the query may still contain many thousands of images that need to be presented to the user. We consider the problem of arranging such a large set of images into a visually coherent layout, one that places similar images next to each other. Image similarity is determined using a bag-of-features model, and the layout is constructed from a hierarchical clustering of the image set by mapping an in-order traversal of the hierarchy tree into a space-filling curve. This layout method provides strong locality guarantees so we aremore » able to quantitatively evaluate performance using standard image retrieval benchmarks. Performance of the bag-of-features method is best when the vocabulary is learned on the image set being clustered. Because learning a large, discriminative vocabulary is a computationally demanding task, we present a novel method for efficiently adapting a generic visual vocabulary to a particular dataset. We evaluate our clustering and vocabulary adaptation methods on a variety of image datasets and show that adapting a generic vocabulary to a particular set of images improves performance on both hierarchical clustering and image retrieval tasks.« less

Receptive Vocabulary, Expressive Vocabulary, and Speech Production of Boys with Fragile X Syndrome in Comparison to Boys with Down Syndrome

ERIC Educational Resources Information Center

Roberts, Joanne; Price, Johanna; Barnes, Elizabeth; Nelson, Lauren; Burchinal, Margaret; Hennon, Elizabeth A.; Moskowitz, Lauren; Edwards, Anne; Malkin, Cheryl; Anderson, Kathleen; Misenheimer, Jan; Hooper, Stephen R.

2007-01-01

Boys with fragile X syndrome with (n = 49) and without (n = 33) characteristics of autism spectrum disorder, boys with Down syndrome (39), and typically developing boys (n = 41) were compared on standardized measures of receptive vocabulary, expressive vocabulary, and speech administered annually over 4 years. Three major findings emerged. Boys…

The Effects of Verbal Labels and Vocabulary Skill on Memory and Suggestibility

ERIC Educational Resources Information Center

Kulkofsky, Sarah

2010-01-01

The current study investigated the effectiveness of the verbal labels procedure (D. A. Brown & M. E. Pipe, 2003) to improve preschool children's responses to direct open-ended and misleading questions. Additionally, children's vocabulary skill was considered. Eighty-seven preschool children from diverse backgrounds were interviewed about a unique…

Using E-Books to Acquire Foundational Academic Vocabulary

ERIC Educational Resources Information Center

Love, Matthew L.; Spies, Tracy G.; Morgan, Joseph J.

2017-01-01

Secondary students identified as English language learners or with learning disabilities present diverse vocabulary and academic challenges related to their exceptional language needs. Limited academic vocabulary may hinder students in accessing academic content and serve as a barrier to achievement. The literature has documented the use of…

Using Knowledge Networks to Develop Preschoolers' Content Vocabulary

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

2012-01-01

Research shows that children accrue vocabulary knowledge by understanding relationships between new words and their connected concepts. This article describes three research-based principles that preschool teachers can use to design shared book reading lessons that accelerate content vocabulary knowledge by helping young children to talk about…

Vocabulary and Content Learning in Grade 9 Earth Science: Effects of Vocabulary Preteaching, Rational Cloze Task, and Reading Comprehension Task

ERIC Educational Resources Information Center

Lee, Siok H.

2010-01-01

This study examines strategies for supporting vocabulary and content learning in 5 grade 9 Earth Science classes that are part of a SDAIE program (Specially Designed Academic Instruction in English) in an urban California high school. Students received vocabulary and content instruction during a unit on Earthquakes. One group of students performed…

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect.

PubMed

Duff, Dawna; Tomblin, J Bruce; Catts, Hugh

2015-06-01

Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). In the current study, assessments of written word-reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large.

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

PubMed Central

Tomblin, J. Bruce; Catts, Hugh

2015-01-01

Purpose Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). Method In the current study, assessments of written word–reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Results Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Conclusions Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large. PMID:25812175

Vocabulary Learning Strategies for Specialized Vocabulary Acquisition: A Case Study.

ERIC Educational Resources Information Center

Lessard-Clouston, Michael

A study investigated and compared the vocabulary learning strategies (VLSs) of five non-native English-speaking and six native English-speaking (NES) graduate students of theology in a core course. The students of English as a Second Language (ESL) were all native speakers of Cantonese or Mandarin Chinese. Specifically, the research explored (1)…

The Pace of Vocabulary Growth Helps Predict Later Vocabulary Skill

ERIC Educational Resources Information Center

Rowe, Meredith L.; Raudenbush, Stephen W.; Goldin-Meadow, Susan

2012-01-01

Children vary widely in the rate at which they acquire words--some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES],…

IV. NIH Toolbox Cognition Battery (CB): measuring language (vocabulary comprehension and reading decoding).

PubMed

Gershon, Richard C; Slotkin, Jerry; Manly, Jennifer J; Blitz, David L; Beaumont, Jennifer L; Schnipke, Deborah; Wallner-Allen, Kathleen; Golinkoff, Roberta Michnick; Gleason, Jean Berko; Hirsh-Pasek, Kathy; Adams, Marilyn Jager; Weintraub, Sandra

2013-08-01

Mastery of language skills is an important predictor of daily functioning and health. Vocabulary comprehension and reading decoding are relatively quick and easy to measure and correlate highly with overall cognitive functioning, as well as with success in school and work. New measures of vocabulary comprehension and reading decoding (in both English and Spanish) were developed for the NIH Toolbox Cognition Battery (CB). In the Toolbox Picture Vocabulary Test (TPVT), participants hear a spoken word while viewing four pictures, and then must choose the picture that best represents the word. This approach tests receptive vocabulary knowledge without the need to read or write, removing the literacy load for children who are developing literacy and for adults who struggle with reading and writing. In the Toolbox Oral Reading Recognition Test (TORRT), participants see a letter or word onscreen and must pronounce or identify it. The examiner determines whether it was pronounced correctly by comparing the response to the pronunciation guide on a separate computer screen. In this chapter, we discuss the importance of language during childhood and the relation of language and brain function. We also review the development of the TPVT and TORRT, including information about the item calibration process and results from a validation study. Finally, the strengths and weaknesses of the measures are discussed. © 2013 The Society for Research in Child Development, Inc.

Incidental Vocabulary Acquisition as Student Performance Determinant in Undergraduate Research Modules

ERIC Educational Resources Information Center

West, Joyce

2017-01-01

Vocabulary knowledge plays an important role in determining a person's language proficiency level. This study investigates the role vocabulary plays in determining students' performance within research modules at private higher education institutions (HEIs). The discipline-specific vocabulary in this study includes target words, sampled from an…

Dual Meaning Vocabulary (DMV) Words in Learning Chemistry

ERIC Educational Resources Information Center

Song, Youngjin; Carheden, Shannon

2014-01-01

Learning chemistry vocabulary that has both scientific and everyday meanings, which we call dual meaning vocabulary (DMV), can be challenging for many students. This qualitative study investigated how college students understand 11 selected DMV words before and after traditional chemistry instruction and to what extent they retain the scientific…

Measuring Teachers' Knowledge of Vocabulary Development and Instruction

ERIC Educational Resources Information Center

Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany

2016-01-01

This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

The Role of Experience in Learning Science Vocabulary.

ERIC Educational Resources Information Center

Lloyd, Carol V.; Contreras, Norma J.

Comparing traditional to experiential instruction, a study investigated whether teaching content area vocabulary using hands-on experiences and teacher/student interaction would result in greater vocabulary knowledge and better comprehension of a related text than conventional dictionary work. Subjects, 45 fourth grade students from a chapter 1…

16 CFR § 1102.16 - Additional information.

Code of Federal Regulations, 2013 CFR

2013-01-01

... PUBLICLY AVAILABLE CONSUMER PRODUCT SAFETY INFORMATION DATABASE Content Requirements § 1102.16 Additional... in the Database any additional information it determines to be in the public interest, consistent...

The concurrent use of three implicit measures (eye movements, pupillometry, and event-related potentials) to assess receptive vocabulary knowledge in normal adults.

PubMed

Ledoux, Kerry; Coderre, Emily; Bosley, Laura; Buz, Esteban; Gangopadhyay, Ishanti; Gordon, Barry

2016-03-01

Recent years have seen the advent and proliferation of the use of implicit techniques to study learning and cognition. One such application is the use of event-related potentials (ERPs) to assess receptive vocabulary knowledge. Other implicit assessment techniques that may be well-suited to other testing situations or to use with varied participant groups have not been used as widely to study receptive vocabulary knowledge. We sought to develop additional implicit techniques to study receptive vocabulary knowledge that could augment the knowledge gained from the use of the ERP technique. Specifically, we used a simple forced-choice paradigm to assess receptive vocabulary knowledge in normal adult participants using eye movement monitoring (EM) and pupillometry. In the same group of participants, we also used an N400 semantic incongruity ERP paradigm to assess their knowledge of two groups of words: those expected to be known to the participants (high-frequency, familiar words) and those expected to be unknown (low-frequency, unfamiliar words). All three measures showed reliable differences between the known and unknown words. EM and pupillometry thus may provide insight into receptive vocabulary knowledge similar to that from ERPs. The development of additional implicit assessment techniques may increase the feasibility of receptive vocabulary testing across a wider range of participant groups and testing situations, and may make the conduct of such testing more accessible to a wider range of researchers, clinicians, and educators.

Shyness and Chinese and English Vocabulary Skills in Hong Kong Kindergartners

ERIC Educational Resources Information Center

Tong, Xiuli; Ting, Ka-Tsun; McBride-Chang, Catherine

2011-01-01

Research Findings: This study examined relations between parent-rated shyness and children's vocabulary skills in 54 Hong Kong Chinese kindergartners who learned English as a foreign language at school. Receptive vocabulary and expressive vocabulary were assessed both in Chinese and in English. Parent-rated shyness was uniquely associated with…

Influence of Three Teaching Strategies on Korean EFL Students' Vocabulary Development

ERIC Educational Resources Information Center

Chin, Cheongsook

2009-01-01

This research examined the effectiveness of three different learning strategies on Korean EFL students' vocabulary comprehension and retention: context, semantic mapping, and word lists. 116 college freshmen were placed into one of the three treatments of vocabulary instruction. Subjects were tested on varying levels of vocabulary knowledge using…

Building Vocabulary Knowledge in Preschoolers through Shared Book Reading and Gameplay

ERIC Educational Resources Information Center

Hassinger-Das, Brenna; Ridge, Katherine; Parker, Amira; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Dickinson, David K.

2016-01-01

This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four-year-olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition…

Do Infant Vocabulary Skills Predict School-Age Language and Literacy Outcomes?

ERIC Educational Resources Information Center

Duff, Fiona J.; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

2015-01-01

Background: Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for…

A Review of Effect of Different Tasks on Incidental Vocabulary Acquisition

ERIC Educational Resources Information Center

Liu, Chen L.

2015-01-01

Studies of incidental vocabulary acquisition in second language learning have got more and more attention both at home and abroad. By first introducing the definition and theoretical foundations of incidental vocabulary acquisition, this paper reviews empirical studies of effect of different tasks on incidental vocabulary acquisition and points…

Lexical Characteristics of Expressive Vocabulary in Toddlers with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Kover, Sara T.; Weismer, Susan Ellis

2014-01-01

Purpose: Vocabulary is a domain of particular challenge for many children with autism spectrum disorder (ASD). Recent research has drawn attention to ways in which lexical characteristics relate to vocabulary acquisition. The current study tested the hypothesis that lexical characteristics account for variability in vocabulary size of young…

Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children.

PubMed

Goodrich, J Marc; Lonigan, Christopher J; Kleuver, Cherie G; Farver, Joann M

2016-09-01

In this study we evaluated the predictive validity of conceptual scoring. Two independent samples of Spanish-speaking language minority preschoolers (Sample 1: N = 96, mean age = 54·51 months, 54·3% male; Sample 2: N = 116, mean age = 60·70 months, 56·0% male) completed measures of receptive, expressive, and definitional vocabulary in their first (L1) and second (L2) languages at two time points approximately 9-12 months apart. We examined whether unique L1 and L2 vocabulary at time 1 predicted later L2 and L1 vocabulary, respectively. Results indicated that unique L1 vocabulary did not predict later L2 vocabulary after controlling for initial L2 vocabulary. An identical pattern of results emerged for L1 vocabulary outcomes. We also examined whether children acquired translational equivalents for words known in one language but not the other. Results indicated that children acquired translational equivalents, providing partial support for the transfer of vocabulary knowledge across languages.

Vocabulary by Gamification

ERIC Educational Resources Information Center

Kingsley, Tara L.; Grabner-Hagen, Melissa M.

2018-01-01

Gamification uses game elements such as quests, challenges, levels, and rewards to motivate and engage students in the classroom. Given the engagement that students feel during gameplay, it is sensible to include elements of game design to motivate students and create a space for comprehensive vocabulary instruction. Designing a gamified…

The Effects of Content-Enriched Shared Book Reading versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Resendez, Nora; Kwok, Oiman; Zhu, Leina; Davis, Heather

2018-01-01

Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281…

Vocabulary Instruction in Ratio and Proportion for Seventh Graders.

ERIC Educational Resources Information Center

Jackson, Michael B.; Phillips, E. Ray

1983-01-01

One group of 111 seventh-grade students completed vocabulary-oriented activities for four weeks, while 102 students received similar instruction with no vocabulary-oriented activities. The activities appeared to enhance achievement by improving students' comprehension. (MNS)

The Semantization of Vocabulary in Foreign Language Learning.

ERIC Educational Resources Information Center

Beheydt, Ludo

1987-01-01

What is notably missing in the teaching of foreign language vocabulary is a systematically elaborated strategy for vocabulary acquisition that is based on the findings of linguistics and learning psychology. The practical implications of such a double anchorage in linguistics and psychology are outlined in a proposed model of a semantization…

Teaching Academic Vocabulary to Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Beach, Kristen D.; Sanchez, Victoria; Flynn, Lindsay J.; O'Connor, Rollanda E.

2015-01-01

This article describes the efforts of a U.S. History teacher to directly teach word meanings using the "robust vocabulary instruction" (RVI) approach, because research supports this method as a way to improve vocabulary knowledge for a range of students, including adolescents reading below grade level (i.e., struggling readers) and…

The Effect of Vocabulary on Introductory Microbiology Instruction

ERIC Educational Resources Information Center

Richter, Emily

2011-01-01

This study examines the effect of the translation of traditional scientific vocabulary into plain English, a process referred to as Anglicization, on student learning in the context of introductory microbiology instruction. Data from Anglicized and Classical-vocabulary lab sections were collected. Data included exam scores as well as pre and…

Vocabulary Acquisition through Direct and Indirect Learning Strategies

ERIC Educational Resources Information Center

Naeimi, Maki; Foo, Thomas Chow Voon

2015-01-01

Vocabulary learning has long been considered as one of the essential components for developing language learning. However, language learners are required to not just concern about memorizing definitions but also integrating vocabulary meaning into their present knowledge. Many strategies such as direct or indirect ones may be integrated to enhance…

Children with Developmental Language Impairment Have Vocabulary Deficits Characterized by Limited Breadth and Depth

PubMed Central

McGregor, Karla K.; Oleson, Jacob; Bahnsen, Alison; Duff, Dawna

2012-01-01

Background Deficient vocabulary is a frequently reported symptom of developmental language impairment but the nature of the deficit and its developmental course are not well documented. Aims We aimed to describe the nature of the deficit in terms of breadth and depth of vocabulary knowledge and to determine whether the nature and the extent of the deficit change over the school years. Methods A total of 25,681 oral definitions produced by 177 children with developmental language impairment (LI) and 325 grade-mates with normally developing language (ND) in grades 2, 4, 8, and 10 were taken from an existing longitudinal database. We analyzed these for breadth by counting the number of words defined correctly and for depth by determining the amount of information in each correct definition. Via a linear mixed model, we determined whether breadth and depth varied with language diagnosis independent of nonverbal IQ, mothers’ education level, race, gender, income and (for depth only) word. Results Children with LI scored significantly lower than children with ND on breadth and depth of vocabulary knowledge in all grades. The extent of the deficit did not vary significantly across grades. Language diagnosis was an independent predictor of breadth and depth and as strong a predictor as maternal education. For the LI group, growth in depth relative to breadth was slower than for the ND group. Conclusions Compared to their grade-mates, children with LI have fewer words in their vocabularies and they have shallower knowledge of the words that are in their vocabularies. This deficit persists over developmental time. PMID:23650887

eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary

ERIC Educational Resources Information Center

Dalton, Bridget; Grisham, Dana L.

2011-01-01

Vocabulary knowledge is key to comprehension and expression. For students in the intermediate grades, the need for breadth and depth of vocabulary accelerates as they encounter more challenging academic texts in print and on the Internet. Drawing on research-based principles of vocabulary instruction and multimedia learning, this article presents…

The Development of a Bilingual Vocabulary Measure for Armenian-English Children

ERIC Educational Resources Information Center

Hovsepian, Alice

2017-01-01

The purpose of this study was to develop a parallel bilingual vocabulary measure for the comparative study of receptive and expressive vocabulary growth in young Armenian-English bilinguals. The measure was comprised of four independent vocabulary lists equivalent on age of acquisition ratings. The lists were counterbalanced across four tasks,…

The Role of Receptive Vocabulary Knowledge in Advanced EFL Listening Comprehension

ERIC Educational Resources Information Center

Atas, Ufuk

2018-01-01

This paper presents an empirical study that investigates the role of vocabulary knowledge in listening comprehension with 33 advanced Turkish learners of English as a foreign language. The Vocabulary Levels Test (Schmitt, Schmitt & Clapham, 2001) is used to measure the vocabulary knowledge of the participants and a standardized listening test…

Vocabulary Learning through an Online Computerized Flashcard Site

ERIC Educational Resources Information Center

McLean, Stuart; Hogg, Nicholas; Rush, Thomas W.

2013-01-01

Recent research has shown that paired-associate learning is an effective way to acquire second language vocabulary. However, much research in the field has measured small-scale vocabulary learning. This is due to the methods which learners used to conduct paired-associate learning: paper flash cards. This project sought to measure vocabulary…

A New Receptive Vocabulary Size Test for French

ERIC Educational Resources Information Center

Batista, Roselene; Horst, Marlise

2016-01-01

Researchers have developed several tests of receptive vocabulary knowledge suitable for use with learners of English, but options are few for learners of French. This situation motivated the authors to create a new vocabulary size measure for French, the "Test de la taille du vocabulaire" (TTV). The measure is closely modelled on…

Improving Vocabulary Skills through Assistive Technology: Rick's Story

ERIC Educational Resources Information Center

Lindsey-Glenn, Pam F.; Gentry, James E.

2008-01-01

This case study examines the use of two assistive technologies, the Franklin Language Master 6000b and Microsoft PowerPoint 2003, as visual support systems to aid in the vocabulary acquisition skills of a student with autism spectrum disorder (ASD). The intervention used children's literature and best practices in teaching vocabulary skills in…

Integrating Vocabulary Learning Strategy Instruction into EFL Classrooms

ERIC Educational Resources Information Center

Lai, Ying-Chun

2013-01-01

In the current study, explicit vocabulary learning strategy instruction was integrated into an EFL curriculum to investigate its effects on learners' vocabulary acquisition. A total of 180 EFL learners enrolled in the freshmen English program at a university in Taiwan participated in the study. The participants were guided to explore and practice…

Fragmentation and Consolidation: Recent Articles on Vocabulary Acquisition

ERIC Educational Resources Information Center

Broady, Elspeth

2008-01-01

Vocabulary can no longer be said to be "a Cinderella topic", at least so far as its representation in other journals is concerned. Research articles on vocabulary learning and teaching now occur frequently and have been particularly well represented in recent issues of the North American research journal "Language Learning". While studies of…

The Electric Vocabulary

ERIC Educational Resources Information Center

Sheils, James

2012-01-01

Since the 1600s, the developments in the understanding of electrical phenomena have frequently altered the models and metaphors used by physicists to describe and explain their experiments. However, to this day, certain relics of past theories still drench the vocabulary of the subject, serving as distracting fog for future students. This article…

Lexical Testing and the Reliability of the Modified Vocabulary Knowledge Scale

ERIC Educational Resources Information Center

Tan, Debbita; Pandian, Ambigapathy; Jaganathan, Paramaswari

2016-01-01

This paper highlights some of the vocabulary tests available, and reports the reliability of the modified Vocabulary Knowledge Scale (VKS) (Rosszell, 2007). Although there is no consensus as to what actually constitutes vocabulary knowledge, the notion that it is made up of receptive knowledge (words recognised or known when seen or heard) and…

Proximal Effects of Robust Vocabulary Instruction in Primary and Intermediate Grades

ERIC Educational Resources Information Center

Apthorp, Helen; McKeown, Margaret; Igel, Charles; Clemons, Trudy; Randel, Bruce; Clark, Tedra

2011-01-01

Educational practices are needed to promote strong vocabulary growth so that vocabulary can be both the cause and result of successful reading. Vocabulary interventions need to begin early and continue for a sustained period of time (Beck & McKeown, 2007a; Biemiller, 2003; Foorman, Seals, Anthony & Pollard-Durodola, 2003). According to theoretical…

Efficacy of Rich Vocabulary Instruction in Fourth- and Fifth-Grade Classrooms

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky

2015-01-01

A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…

An Operational System for Subject Switching between Controlled Vocabularies: A Computational Linguistics Approach.

ERIC Educational Resources Information Center

Silvester, June P.; And Others

This report describes a new automated process that pioneers full-scale operational use of subject switching by the NASA (National Aeronautics and Space Administration) Scientific and Technical Information (STI) Facility. The subject switching process routinely translates machine-readable subject terms from one controlled vocabulary into the…

Modelling vocabulary development among multilingual children prior to and following the transition to school entry

PubMed Central

MacLeod, Andrea A. N.; Castellanos-Ryan, Natalie; Parent, Sophie; Jacques, Sophie; Séguin, Jean R.

2017-01-01

Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine whether: (1) school entry coincides with different rates of vocabulary growth compared to prior to school entry, (2) compared to monolingual peers, multilingual children show different vocabulary sizes or rates of vocabulary growth, (3) the age of onset of second-language acquisition for multilingual children is associated with vocabulary size or rate of vocabulary growth, and (4) the sociolinguistic context of the languages spoken by multilingual children is associated with vocabulary size or rate of vocabulary growth. Results showed increases in vocabulary size across time for all children, with a steeper increase prior to school entry. A significant difference between monolingual and multilingual children who speak a minority language was observed with regards to vocabulary size at school entry and vocabulary growth prior to school entry, but growth rate differences were no longer present following school entry. Taken together, results suggest that which languages children speak may matter more than being multilingual per se. PMID:29354017

Modelling vocabulary development among multilingual children prior to and following the transition to school entry.

PubMed

MacLeod, Andrea A N; Castellanos-Ryan, Natalie; Parent, Sophie; Jacques, Sophie; Séguin, Jean R

2018-01-01

Differences between monolingual and multilingual vocabulary development have been observed but few studies provide a longitudinal perspective on vocabulary development before and following school entry. This study compares vocabulary growth profiles of 106 multilingual children to 211 monolingual peers before and after school entry to examine whether: (1) school entry coincides with different rates of vocabulary growth compared to prior to school entry, (2) compared to monolingual peers, multilingual children show different vocabulary sizes or rates of vocabulary growth, (3) the age of onset of second-language acquisition for multilingual children is associated with vocabulary size or rate of vocabulary growth, and (4) the sociolinguistic context of the languages spoken by multilingual children is associated with vocabulary size or rate of vocabulary growth. Results showed increases in vocabulary size across time for all children, with a steeper increase prior to school entry. A significant difference between monolingual and multilingual children who speak a minority language was observed with regards to vocabulary size at school entry and vocabulary growth prior to school entry, but growth rate differences were no longer present following school entry. Taken together, results suggest that which languages children speak may matter more than being multilingual per se.

The Preconstructed Vocabulary: A Procrustean Bed

PubMed Central

Jablonski, Stanley

1973-01-01

The mechanization of bibliographic services has imposed a change from the retrospective to the prospective approach to vocabulary development. This results in vocabularies rigidly structured to serve a variety of purposes which are not always mutually compatible. The user suffers from the inflexibility of the basic framework, the dearth of cross-references, and the overspecificity of many subject headings. Computer technology and our knowledge of its application have advanced to the point that we should begin to reclaim some of the bibliographic conveniences which no longer have to be sacrificed. PMID:4691331

Effects of Vocabulary Size on Online Lexical Processing by Preschoolers.

PubMed

Law, Franzo; Edwards, Jan R

This study was designed to investigate the relationship between vocabulary size and the speed and accuracy of lexical processing in preschoolers between the ages of 30-46 months using an automatic eye tracking task based on the looking-while-listening paradigm (Fernald, Zangl, Portillo, & Marchman, 2008) and mispronunciation paradigm (White & Morgan, 2008). Children's eye gaze patterns were tracked while they looked at two pictures (one familiar object, one unfamiliar object) on a computer screen and simultaneously heard one of three kinds of auditory stimuli: correct pronunciations of the familiar object's name, one-feature mispronunciations of the familiar object's name, or a nonword. The results showed that children with larger expressive vocabularies, relative to children with smaller expressive vocabularies, were more likely to look to a familiar object upon hearing a correct pronunciation and to an unfamiliar object upon hearing a novel word. Results also showed that children with larger expressive vocabularies were more sensitive to mispronunciations; they were more likely to look toward the unfamiliar object rather than the familiar object upon hearing a one-feature mispronunciation of a familiar object-name. These results suggest that children with smaller vocabularies, relative to their larger-vocabulary age peers, are at a disadvantage for learning new words, as well as for processing familiar words.

43 CFR 3430.4-2 - Additional information.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 43 Public Lands: Interior 2 2014-10-01 2014-10-01 false Additional information. 3430.4-2 Section... Leases § 3430.4-2 Additional information. (a) If the applicant for a preference right lease has submitted timely, some, but not all of the information required in § 3430.4-1 of this title, the authorized officer...

Paucity and Disparity in Kindergarten Oral Vocabulary Instruction

ERIC Educational Resources Information Center

Wright, Tanya S.; Neuman, Susan B.

2014-01-01

The purpose of this study was to examine how oral vocabulary instruction was enacted in kindergarten. Four days (12 hours) of instruction were observed in 55 classrooms in a range of socio-economic status schools. All instruction was coded for evidence of vocabulary instruction for a total of 660 hours of observation. Results revealed that…

An Investigation of Two Ways of Presenting Vocabulary

ERIC Educational Resources Information Center

Papathanasiou, Evagelia

2009-01-01

The use of semantic links or networks in L2 vocabulary acquisition has been a popular subject for numerous studies. On one hand, there is a strong theoretical background stating that presenting words in related fashion facilitates the learning of L2 vocabulary. On the other hand, research evidence indicates that semantically related vocabulary…

The Role of Writing Pedagogy in Vocabulary Improvement

ERIC Educational Resources Information Center

Mirhassani, Seyyed Akbar; Samar, Reza Ghafar; Fattahipoor, Majid

2006-01-01

To improve and activate the vocabulary of EFL learners, an alternative to common advice in trying to use them in speech can be invited. As two quite different methodologies in writing pedagogy are process and product writing, it is of concern to find which holds more promise for the vocabulary improvement. Product writing pedagogy encompasses…

Video Games Promote Saudi Children's English Vocabulary Retention

ERIC Educational Resources Information Center

AlShaiji, Ohoud Abdullatif

2015-01-01

The objective of this study was to investigate the impact of Video Games and their role on promoting Saudi Kids' English vocabulary retention. The study attempted to answer whether there was a statistically significant difference (a = 0.05) between the Saudi children's subjects' mean score on the English vocabulary test due to using Video Games…

"The Most Annoying Assignment Ever": Helping Composition Students Navigate New Vocabulary

ERIC Educational Resources Information Center

McKnight, Heal

2010-01-01

Almost all of the author's community college students feel self-conscious about their vocabulary. She thinks that their resistance to expanding their vocabulary has many tangled roots: sometimes the students seem nervous about what they leave behind as they notch their vocabulary up to a more formal, college level. This article discusses how the…

Auditory Perception, Suprasegmental Speech Processing, and Vocabulary Development in Chinese Preschoolers.

PubMed

Wang, Hsiao-Lan S; Chen, I-Chen; Chiang, Chun-Han; Lai, Ying-Hui; Tsao, Yu

2016-10-01

The current study examined the associations between basic auditory perception, speech prosodic processing, and vocabulary development in Chinese kindergartners, specifically, whether early basic auditory perception may be related to linguistic prosodic processing in Chinese Mandarin vocabulary acquisition. A series of language, auditory, and linguistic prosodic tests were given to 100 preschool children who had not yet learned how to read Chinese characters. The results suggested that lexical tone sensitivity and intonation production were significantly correlated with children's general vocabulary abilities. In particular, tone awareness was associated with comprehensive language development, whereas intonation production was associated with both comprehensive and expressive language development. Regression analyses revealed that tone sensitivity accounted for 36% of the unique variance in vocabulary development, whereas intonation production accounted for 6% of the variance in vocabulary development. Moreover, auditory frequency discrimination was significantly correlated with lexical tone sensitivity, syllable duration discrimination, and intonation production in Mandarin Chinese. Also it provided significant contributions to tone sensitivity and intonation production. Auditory frequency discrimination may indirectly affect early vocabulary development through Chinese speech prosody. © The Author(s) 2016.

The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment.

PubMed

Jackson, Emily; Leitao, Suze; Claessen, Mary

2016-01-01

Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with a range of methodological factors impacting on the consistency of this finding. Research has explored key issues that might underlie fast mapping difficulties in children with SLI, with strong theoretical support but little empirical evidence for the role of phonological short-term memory (STM). Additionally, further research is required to explore the influence of receptive vocabulary on fast mapping capabilities. Understanding the factors associated with fast mapping difficulties that are experienced by children with SLI may lead to greater theoretically driven word-learning intervention. To investigate whether children with SLI demonstrate significant difficulties with fast mapping, and to explore the related factors. It was hypothesized that children with SLI would score significantly lower on a fast mapping production task compared with TD children, and that phonological STM and receptive vocabulary would significantly predict fast mapping production scores in both groups of children. Twenty-three children with SLI (mean = 64.39 months, SD = 4.10 months) and 26 TD children (mean = 65.92 months, SD = 2.98) were recruited from specialist language and mainstream schools. All participants took part in a unique, interactive fast-mapping task whereby nine novel objects with non-word labels were presented and production accuracy was assessed. A non-word repetition test and the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-IV) were also administered as measures of phonological STM capacity and receptive vocabulary, respectively. Results of the fast-mapping task indicated that children with SLI had significantly poorer fast

The Magic of Words: Teaching Vocabulary in the Early Childhood Classroom

ERIC Educational Resources Information Center

Neuman, Susan B.; Wright, Tanya S.

2014-01-01

Developing a large and rich vocabulary is central to learning to read. Children must know the words that make up written texts in order to understand them, especially as the vocabulary demands of content-related materials increase in the upper grades. Studies have documented that the size of a person's vocabulary is strongly related to how…

The Effects of Marzano's Six Step Vocabulary Process, on Fourth Grade Students' Vocabulary Knowledge, Fluency, and Sentence Complexity

ERIC Educational Resources Information Center

Suing, Janet S.

2012-01-01

This exploratory study examined the ways in which fourth grade students, in an urban setting, responded to a nine-week implementation of Marzano's Six Step Vocabulary Process. The purpose of this study was to explore the relationship between the direct instruction of vocabulary and the effects on student achievement as measured by Vocabulary…

Early Home Language Use and Later Vocabulary Development

ERIC Educational Resources Information Center

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2011-01-01

This longitudinal study examined the association between early patterns of home language use (age 4.5 years) and vocabulary growth (ages 4.5 to 12 years) in English and Spanish for 180 Spanish-speaking language minority learners followed from ages 4.5 to 12 years. Standardized measures of vocabulary were administered to children from ages 4.5 to…

Comparative Usefulness of Online and Traditional Vocabulary Learning

ERIC Educational Resources Information Center

Kilickaya, Ferit; Krajka, Jaroslaw

2010-01-01

Acquiring vocabulary in L2 is rather a difficult and demanding process and most of the language learners wish to know which vocabulary learning method and/or activity is more beneficial or even the best one; however, the responses to this question vary and there is no clear-cut answer though there are some various suggestions and conclusions drawn…

16 CFR 1102.16 - Additional information.

Code of Federal Regulations, 2011 CFR

2011-01-01

... PUBLICLY AVAILABLE CONSUMER PRODUCT SAFETY INFORMATION DATABASE (Eff. Jan. 10, 2011) Content Requirements... notices, the CPSC shall include in the Database any additional information it determines to be in the...

Shyness and Vocabulary: The Roles of Executive Functioning and Home Environmental Stimulation

PubMed Central

Nayena Blankson, A.; O’Brien, Marion; Leerkes, Esther M.; Marcovitch, Stuart; Calkins, Susan D.

2010-01-01

Although shyness has often been found to be negatively related to vocabulary, few studies have examined the processes that produce or modify this relation. The present study examined executive functioning skills and home environmental stimulation as potential mediating and moderating mechanisms. A sample of 3.5-year-old children (N=254) were administered executive functioning tasks and a vocabulary test during a laboratory visit. Mothers completed questionnaires assessing child shyness and home environmental stimulation. Our primary hypothesis was that executive functioning mediates the association between shyness and vocabulary, and home environmental stimulation moderates the relation between executive functioning and vocabulary. Alternative hypotheses were also tested. Results indicated that children with better executive functioning skills developed stronger vocabularies when reared in more, versus less, stimulating environments. Implications of these results are discussed in terms of the role of shyness, executive functioning, and home environmental stimulation in early vocabulary development. PMID:22096267

A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

NASA Astrophysics Data System (ADS)

Hsu, Chihcheng; Yang, Fang-Chuan Ou

2013-05-01

Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors-vocabulary-while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.

The NERC Vocabulary Server: Version 2.0

NASA Astrophysics Data System (ADS)

Leadbetter, A.; Lowry, R.; Clements, O.

2012-04-01

The NERC Vocabulary Server (NVS) has been used to publish controlled vocabularies of terms relevant to the marine environmental sciences domain since 2006 (version 0) with version 1 being introduced in 2007. It has been used for • metadata mark-up with verifiable content • populating dynamic drop down lists • semantic cross-walk between metadata schemata • so-called smart search • and the semantic enablement of Open Geospatial Consortium Web Processing Services in projects including: the NERC Data Grid; SeaDataNet; Geo-Seas; and the European Marine Observation and Data Network (EMODnet). The NVS is based on the Simple Knowledge Organization System (SKOS) model and following a version change for SKOS in 2009 there was a desire to upgrade the NVS to incorporate the changes in this standard. SKOS is based on the "concept", which it defines as a "unit of thought", that is an idea or notion such as "oil spill". The latest version of SKOS introduces the ability to aggregate concepts in both collections and schemes. The design of version 2 of the NVS uses both types of aggregation: schemes for the discovery of content through hierarchical thesauri and collections for the publication and addressing of content. Other desired changes from version 1 of the NVS included: • the removal of the potential for multiple Uniform Resource Names for the same concept to ensure consistent identification of concepts • the addition of content and technical governance information in the payload documents to provide an audit trail to users of NVS content • the removal of XML snippets from concept definitions in order to correctly validate XML serializations of the SKOS • the addition of the ability to map into external knowledge organization systems in order to extend the knowledge base • a more truly RESTful approach URL access to the NVS to make the development of applications on top of the NVS easier • and support for multiple human languages to increase the user

Vocabulary Explanations in CLIL Classrooms: A Conversation Analysis Perspective

ERIC Educational Resources Information Center

Morton, Tom

2015-01-01

This article uses a conversation analysis methodology to examine how lexical Focus on Form is interactionally accomplished in teachers' vocabulary explanations in secondary Content and Language Integrated Learning (CLIL) classrooms. Recent conversation-analytic work has focused on the interactional organisation of vocabulary explanations in…

Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

PubMed

Kennedy, Michael J; Deshler, Donald D; Lloyd, John Wills

2015-01-01

The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework. Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. © Hammill Institute on Disabilities 2013.

Using Controlled Vocabularies and Semantics to Improve Ocean Data Discovery (Invited)

NASA Astrophysics Data System (ADS)

Chandler, C. L.; Groman, R. C.; Shepherd, A.; Allison, M. D.; Kinkade, D.; Rauch, S.; Wiebe, P. H.; Glover, D. M.

2013-12-01

The Biological and Chemical Oceanography Data Management Office (BCO-DMO) was created in late 2006, by combining the formerly independent data management offices for the U.S. GLOBal Ocean ECosystems Dynamics (GLOBEC) and U.S. Joint Global Ocean flux Study (JGOFS) programs. BCO-DMO staff members work with investigators to publish data from research projects funded by the NSF Geosciences Directorate (GEO) Division of Ocean Sciences (OCE) Biological and Chemical Oceanography Sections and Polar Programs (PLR) Antarctic Sciences Organisms & Ecosystems Program (ANT). Since 2006, researchers have been contributing new data to the BCO-DMO data system. As the data from new research efforts have been added to the data previously shared by U.S. GLOBEC and U.S. JGOFS researchers, the BCO-DMO system has developed into a rich repository of data from ocean, coastal, and Great Lakes research programs. The metadata records for the original research program data (prior to 2006) were stored in human-readable flat files of text, translated on-demand to Web-retrievable files. Beginning in 2006, the metadata records from multiple data systems managed by BCO-DMO were ingested into a relational database (MySQL). Since that time, efforts have been made to incorporate lists of controlled vocabulary terms for key information concepts stored in the MySQL database (e.g. names of research programs, deployments, instruments and measurements). This presents a challenge for a data system that includes legacy data and is continually expanding with the addition of new contributions. Over the years, BCO-DMO has developed a series of data delivery systems driven by the supporting metadata. Improved access to research data, a primary goal of the BCO-DMO project, is achieved through geospatial and text-based data access systems that support data discovery, access, display, assessment, integration, and export of data resources. The addition of a semantically-enabled search capability improves data

Exploring Expressive Vocabulary Variability in Two-Year-Olds: The Role of Working Memory.

PubMed

Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F; Moran, Catherine

2015-12-01

This study explored whether measures of working memory ability contribute to the wide variation in 2-year-olds' expressive vocabulary skills. Seventy-nine children (aged 24-30 months) were assessed by using standardized tests of vocabulary and visual cognition, a processing speed measure, and behavioral measures of verbal working memory and phonological short-term memory. Strong correlations were observed between phonological short-term memory, verbal working memory, and expressive vocabulary. Speed of spoken word recognition showed a moderate significant correlation with expressive vocabulary. In a multivariate regression model for expressive vocabulary, the most powerful predictor was a measure of phonological short-term memory (accounting for 66% unique variance), followed by verbal working memory (6%), sex (2%), and age (1%). Processing speed did not add significant unique variance. These findings confirm previous research positing a strong role for phonological short-term memory in early expressive vocabulary acquisition. They also extend previous research in two ways. First, a unique association between verbal working memory and expressive vocabulary in 2-year-olds was observed. Second, processing speed was not a unique predictor of variance in expressive vocabulary when included alongside measures of working memory.

Core vocabulary in the narratives of bilingual children with and without language impairment.

PubMed

Shivabasappa, Prarthana; Peña, Elizabeth D; Bedore, Lisa M

2017-09-22

Children with primary language impairment (PLI) demonstrate deficits in morphosyntax and vocabulary. We studied how these deficits may manifest in the core vocabulary use of bilingual children with PLI. Thirty bilingual children with and without PLI who were matched pairwise (experimental group) narrated two Spanish and two English stories in kindergarten and first grade. Core vocabulary was derived from the 30 most frequently used words in the stories of 65 and 37 typically developing (TD) first graders (normative group) for Spanish and English, respectively. The number of words each child in the experimental group produced out of the 30 identified core vocabulary words and frequency of each of the core words produced each year were analysed. Children with PLI produced fewer core vocabulary words compared to their TD peers after controlling for total words produced. This difference was more pronounced in first grade. They produced core vocabulary words less frequently in kindergarten than their TD peers. Both groups produced core vocabulary words more frequently in English than Spanish. Bilingual children with PLI demonstrate a less productive core vocabulary use compared to their TD peers in both their languages illustrating the nature of their grammatical and lexical-semantic deficits.

Teaching Vocabulary in Colour.

ERIC Educational Resources Information Center

Gnoinska, Anna

1998-01-01

Describes one teacher's use of color to make classroom instruction more interesting. Techniques included using colored paper for handouts, conducting an experiment to see whether the use of colors could enhance students' memory power, and using colored flashcards to teach vocabulary. (Author/VWL)

Expressive Vocabulary in Young Children with Down Syndrome: From Research to Treatment.

ERIC Educational Resources Information Center

Kumin, Libby; Councill, Cheryl; Goodman, Mina

1999-01-01

Expressive vocabulary was studied in 130 children (ages 1 to 5 years) with Down syndrome. Although there was continuous growth in expressive referential vocabulary from birth through 5 years, age 5 was found to be an important developmental marker for multiword combinations and grammatical vocabulary. (Author/CR)

Strategies and Performance in Intentional L2 Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2009-01-01

This study was designed to identify strategies used during intentional vocabulary learning and to assess the relationship between strategy use and vocabulary learning performance. English-speaking students of Spanish studied new Spanish words while viewing word-picture pairs. The participants then completed posttests and answered questions about…

Development of Vocabulary in Spanish-Speaking and Cantonese-Speaking English Language Learners

ERIC Educational Resources Information Center

Uchikoshi, Yuuko

2014-01-01

This study examines vocabulary growth rates in first and second languages for Spanish-speaking and Cantonese-speaking English language learners from kindergarten through second grade. Growth-modeling results show a within-language effect of concepts about print on vocabulary. Language exposure also had an effect on English vocabulary: earlier…

Inquiring into Familiar Objects: An Inquiry-Based Approach to Introduce Scientific Vocabulary

ERIC Educational Resources Information Center

Hicks Pries, Caitlin; Hughes, Julie

2012-01-01

Learning science vocabulary is an often tedious but important component of many curricula. Frequently, students are expected to learn science vocabulary indirectly, but this method can hinder the success of lower-performing students (Carlisle, Fleming, and Gudbrandsen 2000). We have developed an inquiry-based vocabulary activity wherein students…

Learning Vocabulary in a Foreign Language: A Computer Software Based Model Attempt

ERIC Educational Resources Information Center

Yelbay Yilmaz, Yasemin

2015-01-01

This study aimed at devising a vocabulary learning software that would help learners learn and retain vocabulary items effectively. Foundation linguistics and learning theories have been adapted to the foreign language vocabulary learning context using a computer software named Parole that was designed exclusively for this study. Experimental…

Software Application for Computer Aided Vocabulary Learning in a Blended Learning Environment

ERIC Educational Resources Information Center

Essam, Rasha

2010-01-01

This study focuses on the effect of computer-aided vocabulary learning software called "ArabCAVL" on students' vocabulary acquisition. It was hypothesized that students who use the ArabCAVL software in blended learning environment will surpass students who use traditional vocabulary learning strategies in face-to-face learning…

Total and Conceptual Vocabulary in Spanish–English Bilinguals From 22 to 30 Months: Implications for Assessment

PubMed Central

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Señor, Melissa

2015-01-01

Purpose Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish–English bilingual children to a single-language measure used with monolingual children. Method Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish–English bilingually developing children from 22 to 30 months of age based on results from the MacArthur–Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas (Jackson-Maldonado et al., 2003). Bilingual children’s scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children. Results The total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children. Conclusion These results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish–English speaking children. PMID:24023382

Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: implications for assessment.

PubMed

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Señor, Melissa

2013-10-01

Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children. Total vocabulary and conceptual vocabulary were used to measure mean vocabulary size and growth in 47 Spanish-English bilingually developing children from 22 to 30 months of age based on results from the MacArthur-Bates Communicative Development Inventory (CDI; Fenson et al., 1993) and the Inventario del Desarrollo de Habilidades Comunicativas ( Jackson-Maldonado et al., 2003). Bilingual children's scores of total vocabulary and conceptual vocabulary were compared with CDI scores for a control group of 56 monolingual children. The total vocabulary measure resulted in mean vocabulary scores and average rate of growth similar to monolingual growth, whereas conceptual vocabulary scores were significantly smaller and grew at a slower rate than total vocabulary scores. Total vocabulary identified the same proportion of bilingual children below the 25th percentile on monolingual norms as the CDI did for monolingual children. These results support the use of total vocabulary as a means of assessing early language development in young bilingual Spanish-English speaking children.

Semantic and Thematic List Learning of Second Language Vocabulary

ERIC Educational Resources Information Center

Gholami, Javad; Khezrlou, Sima

2014-01-01

This article overviews research on second language vocabulary instruction with a specific focus on semantic and thematic vocabulary-clustering types. The theoretical benefits associated with both the semantic and thematic approaches, as well as the potential problems associated with them, are discussed. The conclusion drawn is that reinforcing the…

Designing Distance Learning Tasks to Help Maximize Vocabulary Development

ERIC Educational Resources Information Center

Loucky, John Paul

2012-01-01

Task-based language learning using the benefits of online computer-assisted language learning (CALL) can be effective for rapid vocabulary expansion, especially when target vocabulary has been pre-arranged into bilingual categories under simpler, common Semantic Field Keywords. Results and satisfaction levels for both Chinese English majors and…

Memorization versus Semantic Mapping in L2 Vocabulary Acquisition

ERIC Educational Resources Information Center

Khoii, Roya; Sharififar, Samira

2013-01-01

This study investigated the effects of two cognitive strategies, rote memorization and semantic mapping, on L2 vocabulary acquisition. Thirty-eight intermediate female EFL learners divided into two experimental groups participated in this study. Each experimental group used one of the strategies for vocabulary acquisition. After the four-month…

Cognitive Correlates of Vocabulary Growth in English Language Learners

ERIC Educational Resources Information Center

Farnia, Fataneh; Geva, Esther

2011-01-01

This study modeled vocabulary trajectories in 91 English language learners (ELLs) with Punjabi, Tamil, or Portuguese home languages, and 50 English monolinguals (EL1) from Grades 1 to 6. The concurrent and longitudinal relationships between phonological awareness and phonological short-term memory and vocabulary were examined. ELLs underperformed…

Bridging the Gap between Receptive and Productive Vocabulary Size through Extensive Reading

ERIC Educational Resources Information Center

Yamamoto, Yuka

2011-01-01

It is well established that extensive reading promotes the incidental learning of L1 and L2 receptive vocabulary; however, little is known about its effectiveness on productive gains in vocabulary knowledge. This paper investigates the extent to which extensive reading combined with writing tasks promotes productive vocabulary growth of Japanese…

Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension

ERIC Educational Resources Information Center

Apthorp, Helen; Randel, Bruce; Cherasaro, Trudy; Clark, Tedra; McKeown, Margaret; Beck, Isabel

2012-01-01

A cluster randomized trial estimated the effects of a supplemental vocabulary program, Elements of Reading[R]: vocabulary on student vocabulary and passage comprehension in moderate- to high-poverty elementary schools. Forty-four schools participated over a period spanning 2 consecutive school years. At baseline, 1,057 teachers and 16,471 students…

Effects of Vocabulary and Phonotactic Probability on 2-Year-Olds' Nonword Repetition

ERIC Educational Resources Information Center

Verhagen, Josje; de Bree, Elise; Mulder, Hanna; Leseman, Paul

2017-01-01

This study investigates the relationship between nonword repetition (NWR) and vocabulary in 2-year-olds. Questions addressed are whether (1) NWR and vocabulary are associated, (2) phonotactic probability affects NWR, and (3) there is an interaction effect between phonotactic probability and vocabulary on NWR performance. The general aim of the…

The NIFSTD and BIRNLex Vocabularies: Building Comprehensive Ontologies for Neuroscience

PubMed Central

Bug, William J.; Ascoli, Giorgio A.; Grethe, Jeffrey S.; Gupta, Amarnath; Fennema-Notestine, Christine; Laird, Angela R.; Larson, Stephen D.; Rubin, Daniel; Shepherd, Gordon M.; Turner, Jessica A.; Martone, Maryann E.

2009-01-01

A critical component of the Neuroscience Information Framework (NIF) project is a consistent, flexible terminology for describing and retrieving neuroscience-relevant resources. Although the original NIF specification called for a loosely structured controlled vocabulary for describing neuroscience resources, as the NIF system evolved, the requirement for a formally structured ontology for neuroscience with sufficient granularity to describe and access a diverse collection of information became obvious. This requirement led to the NIF standardized (NIFSTD) ontology, a comprehensive collection of common neuroscience domain terminologies woven into an ontologically consistent, unified representation of the biomedical domains typically used to describe neuroscience data (e.g., anatomy, cell types, techniques), as well as digital resources (tools, databases) being created throughout the neuroscience community. NIFSTD builds upon a structure established by the BIRNLex, a lexicon of concepts covering clinical neuroimaging research developed by the Biomedical Informatics Research Network (BIRN) project. Each distinct domain module is represented using the Web Ontology Language (OWL). As much as has been practical, NIFSTD reuses existing community ontologies that cover the required biomedical domains, building the more specific concepts required to annotate NIF resources. By following this principle, an extensive vocabulary was assembled in a relatively short period of time for NIF information annotation, organization, and retrieval, in a form that promotes easy extension and modification. We report here on the structure of the NIFSTD, and its predecessor BIRNLex, the principles followed in its construction and provide examples of its use within NIF. PMID:18975148

The NIFSTD and BIRNLex vocabularies: building comprehensive ontologies for neuroscience.

PubMed

Bug, William J; Ascoli, Giorgio A; Grethe, Jeffrey S; Gupta, Amarnath; Fennema-Notestine, Christine; Laird, Angela R; Larson, Stephen D; Rubin, Daniel; Shepherd, Gordon M; Turner, Jessica A; Martone, Maryann E

2008-09-01

A critical component of the Neuroscience Information Framework (NIF) project is a consistent, flexible terminology for describing and retrieving neuroscience-relevant resources. Although the original NIF specification called for a loosely structured controlled vocabulary for describing neuroscience resources, as the NIF system evolved, the requirement for a formally structured ontology for neuroscience with sufficient granularity to describe and access a diverse collection of information became obvious. This requirement led to the NIF standardized (NIFSTD) ontology, a comprehensive collection of common neuroscience domain terminologies woven into an ontologically consistent, unified representation of the biomedical domains typically used to describe neuroscience data (e.g., anatomy, cell types, techniques), as well as digital resources (tools, databases) being created throughout the neuroscience community. NIFSTD builds upon a structure established by the BIRNLex, a lexicon of concepts covering clinical neuroimaging research developed by the Biomedical Informatics Research Network (BIRN) project. Each distinct domain module is represented using the Web Ontology Language (OWL). As much as has been practical, NIFSTD reuses existing community ontologies that cover the required biomedical domains, building the more specific concepts required to annotate NIF resources. By following this principle, an extensive vocabulary was assembled in a relatively short period of time for NIF information annotation, organization, and retrieval, in a form that promotes easy extension and modification. We report here on the structure of the NIFSTD, and its predecessor BIRNLex, the principles followed in its construction and provide examples of its use within NIF.

The Keyword Method and Children's Vocabulary Learning: An Interaction with Vocabulary Knowledge.

ERIC Educational Resources Information Center

McGivern, Julie E.; Levin, Joel R.

A study explored a potential aptitude-by-treatment interaction associated with the keyword method of vocabulary acquisition. This method is a two-stage mnemonic process whereby an unfamiliar term is first transformed into a familiar concrete stimulus and then a thematic relationship is created between the transformed stimulus and the information…

Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners

ERIC Educational Resources Information Center

Coxhead, Averil

2012-01-01

This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…

Predicting Receptive-Expressive Vocabulary Discrepancies in Preschool Children With Autism Spectrum Disorder.

PubMed

McDaniel, Jena; Yoder, Paul; Woynaroski, Tiffany; Watson, Linda R

2018-05-15

Correlates of receptive-expressive vocabulary size discrepancies may provide insights into why language development in children with autism spectrum disorder (ASD) deviates from typical language development and ultimately improve intervention outcomes. We indexed receptive-expressive vocabulary size discrepancies of 65 initially preverbal children with ASD (20-48 months) to a comparison sample from the MacArthur-Bates Communicative Development Inventories Wordbank (Frank, Braginsky, Yurovsky, & Marchman, 2017) to quantify typicality. We then tested whether attention toward a speaker and oral motor performance predict typicality of the discrepancy 8 months later. Attention toward a speaker correlated positively with receptive-expressive vocabulary size discrepancy typicality. Imitative and nonimitative oral motor performance were not significant predictors of vocabulary size discrepancy typicality. Secondary analyses indicated that midpoint receptive vocabulary size mediated the association between initial attention toward a speaker and end point receptive-expressive vocabulary size discrepancy typicality. Findings support the hypothesis that variation in attention toward a speaker might partially explain receptive-expressive vocabulary size discrepancy magnitude in children with ASD. Results are consistent with an input-processing deficit explanation of language impairment in this clinical population. Future studies should test whether attention toward a speaker is malleable and causally related to receptive-expressive discrepancies in children with ASD.

Shared etiology of phonological memory and vocabulary deficits in school-age children.

PubMed

Peterson, Robin L; Pennington, Bruce F; Samuelsson, Stefan; Byrne, Brian; Olson, Richard K

2013-08-01

The goal of this study was to investigate the etiologic basis for the association between deficits in phonological memory (PM) and vocabulary in school-age children. Children with deficits in PM or vocabulary were identified within the International Longitudinal Twin Study (ILTS; Samuelsson et al., 2005). The ILTS includes 1,045 twin pairs (between the ages of 5 and 8 years) from the United States, Australia, and Scandinavia. The authors applied the DeFries-Fulker ( DeFries & Fulker, 1985, 1988) regression method to determine whether problems in PM and vocabulary tend to co-occur because of overlapping genes, overlapping environmental risk factors, or both. Among children with isolated PM deficits, the authors found significant bivariate heritability of PM and vocabulary weaknesses both within and across time. However, when probands were selected for a vocabulary deficit, there was no evidence for bivariate heritability. In this case, it appears that the PM-vocabulary relationship is caused by common shared environmental experiences. The findings are consistent with previous research on the heritability of specific language impairment and suggest that there are etiologic subgroups of children with low vocabulary for different reasons, 1 being more influenced by genes and another being more influenced by environment.

Pictures and Words: Spanish and English Vocabulary in Classrooms

ERIC Educational Resources Information Center

Branum-Martin, Lee; Mehta, Paras D.; Francis, David J.; Foorman, Barbara R.; Cirino, Paul T.; Miller, Jon F.; Iglesias, Aquiles

2009-01-01

The current study evaluated the relation between Spanish and English vocabulary. Whereas previously reported correlations have revealed strong differences among types of vocabulary measures used and the ages of the students tested, no prior study had used a multilevel model to control for classroom-level differences. The current study used…

Contextual Clues Vocabulary Strategies Choice among Business Management Students

ERIC Educational Resources Information Center

Ahmad, Siti Nurshafezan; Muhammad, Ahmad Mazli; Kasim, Aini Mohd

2018-01-01

New trends in vocabulary learning focus on strategic vocabulary learning to create more active and independent language learners. Utilising suitable contextual clues strategies is seen as vital in enabling and equipping language learners with the skill to guess word meaning accurately, moving away from dependency on a dictionary to improve their…

The Effects of English Vocabulary Mastery on Geometry Achievement

ERIC Educational Resources Information Center

Rockhold, Jonas

2013-01-01

This study examines socioeconomic status (SES), English language proficiency (ELP), vocabulary proficiency (VP), and math proficiency (MP) of students to determine if SES, as determined by the Free and Reduced Lunch Program (FRL), as well as English language proficiency (ELP) and vocabulary proficiency (VP), as measured by CELLA scale scores and…

Impacts of Vocabulary Acquisition Techniques Instruction on Students' Learning

ERIC Educational Resources Information Center

Orawiwatnakul, Wiwat

2011-01-01

The objectives of this study were to determine how the selected vocabulary acquisition techniques affected the vocabulary ability of 35 students who took EN 111 and investigate their attitudes towards the techniques instruction. The research study was one-group pretest and post-test design. The instruments employed were in-class exercises…

Vocabulary Development during Read-Alouds: Examining the Instructional Sequence

ERIC Educational Resources Information Center

Kindle, Karen J.

2010-01-01

Reading aloud to children is a recommended practice in early childhood and primary-grade classrooms that is purported to enhance vocabulary growth. General guidelines can be found in the literature, but practitioners often rely on conventional wisdom and their own instincts to embed vocabulary instruction into their read-alouds. This paper…

Expanding Academic Vocabulary with an Interactive On-Line Database

ERIC Educational Resources Information Center

Horst, Marlise; Cobb, Tom; Nicolae, Ioana

2005-01-01

University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca). The vocabulary targeted for learning consisted…

Lexical Coverage of TED Talks: Implications for Vocabulary Instruction

ERIC Educational Resources Information Center

Nurmukhamedov, Ulugbek

2017-01-01

Teachers of English are often in search of authentic audio and video materials that promote learners' listening comprehension and vocabulary development. TED Talks, a set of freely available web presentations, could be a useful resource to promote vocabulary instruction. The present replication study examines the lexical coverage of TED Talks by…

A Computerized Interactive Vocabulary Development System for Advanced Learners.

ERIC Educational Resources Information Center

Kukulska-Hulme, Agnes

1988-01-01

Argues that the process of recording newly encountered vocabulary items in a typical language learning situation can be improved through a computerized system of vocabulary storage based on database management software that improves the discovery and recording of meaning, subsequent retrieval of items for productive use, and memory retention.…

Vocabulary Facilitates Speech Perception in Children With Hearing Aids

PubMed Central

Walker, Elizabeth A.; Kirby, Benjamin; McCreery, Ryan W.

2017-01-01

Purpose We examined the effects of vocabulary, lexical characteristics (age of acquisition and phonotactic probability), and auditory access (aided audibility and daily hearing aid [HA] use) on speech perception skills in children with HAs. Method Participants included 24 children with HAs and 25 children with normal hearing (NH), ages 5–12 years. Groups were matched on age, expressive and receptive vocabulary, articulation, and nonverbal working memory. Participants repeated monosyllabic words and nonwords in noise. Stimuli varied on age of acquisition, lexical frequency, and phonotactic probability. Performance in each condition was measured by the signal-to-noise ratio at which the child could accurately repeat 50% of the stimuli. Results Children from both groups with larger vocabularies showed better performance than children with smaller vocabularies on nonwords and late-acquired words but not early-acquired words. Overall, children with HAs showed poorer performance than children with NH. Auditory access was not associated with speech perception for the children with HAs. Conclusions Children with HAs show deficits in sensitivity to phonological structure but appear to take advantage of vocabulary skills to support speech perception in the same way as children with NH. Further investigation is needed to understand the causes of the gap that exists between the overall speech perception abilities of children with HAs and children with NH. PMID:28738138

Vocabulary for Healthcare Personnel.

ERIC Educational Resources Information Center

Falagrady, Teresa

Developed by educators from the Emily Griffith Opportunity School, this teacher's guide presents a course in health care vocabulary for secretaries, medical records personnel, laboratory assistants, shipping personnel, and patient relations personnel in health care facilities. The course, which should require 10-14 hours of instruction, contains…

Spelling Ability in College Students Predicted by Decoding, Print Exposure, and Vocabulary

ERIC Educational Resources Information Center

Ocal, Turkan; Ehri, Linnea

2017-01-01

This study examines students' exposure to print, vocabulary and decoding as predictors of spelling skills. Participants were 42 college students (Mean age 22.5, SD = 7.87; 31 females and 11 males). Hierarchical regression analyses showed that most of the variance in spelling was explained by vocabulary knowledge. When vocabulary was entered first…

The Effect of Group Work on English Vocabulary Learning

ERIC Educational Resources Information Center

Lin, Su-Fei

2018-01-01

This study investigated the effectiveness of group work (GW) in EFL vocabulary learning by second year, non-English major, university students in Taiwan, in comparison with working individually (IW). The students (N = 44) worked in mixed ability groups of 3-4 or in IW to complete vocabulary exercises following reading activities. The classroom…

Second Language Vocabulary Acquisition. The Cambridge Applied Linguistics Series.

ERIC Educational Resources Information Center

Coady, James, Ed.; Huckin, Thomas, Ed.

A collection of essays on second language vocabulary learning includes: "Historical Trends in Second Language Vocabulary Instruction" (Cheryl Boyd Zimmerman); "The Lexical Plight in Second Language Reading: Words You Don't Know, Words You Think You Know, and Words You Can't Guess" (Batia Laufer); "Orthographic Knowledge in L2 Lexical Processing: A…

Exploring Vocabulary Learning Strategies Used by UPM TESL Undergraduates

ERIC Educational Resources Information Center

Safian, Nur Hanisah; Malakar, Sharmila; Kalajahi, Seyed Ali Rezvani

2014-01-01

Vocabulary learning is one of the most challenging factors that learners will face during the process of second language learning. The main pursuit of the present study was to investigate the vocabulary language strategies among Malaysian ESL students majoring in Teaching English as a Second Language (TESL) at University Putra Malaysia. There are…

Transformation of Traditional Vocabulary Exercises into Collaborative Writing Activity

ERIC Educational Resources Information Center

Zheng, Jian-feng

2010-01-01

In the reading course, especially the so-called intensive reading course or integrative English reading course, there are some vocabulary exercises which intend to consolidate the active vocabulary emerging in the reading passages. Mostly, these exercises are in the form of blank-filling or rewriting sentences with the words given. The problem…

Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds

PubMed Central

Mainz, Nina; Shao, Zeshu; Brysbaert, Marc; Meyer, Antje S.

2017-01-01

Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i) using a battery of vocabulary tests instead of just one test, and (ii) testing not only university students (Experiment 1) but young adults from a broader range of educational backgrounds (Experiment 2). Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed. PMID:28751871

Effects of coaching on educators' vocabulary-teaching strategies during shared reading.

PubMed

Namasivayam, Ashwini M; Hipfner-Boucher, Kathy; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi

2015-01-01

The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.

49 CFR Appendix A to Part 24 - Additional Information

Code of Federal Regulations, 2013 CFR

2013-10-01

... 49 Transportation 1 2013-10-01 2013-10-01 false Additional Information A Appendix A to Part 24... Information This appendix provides additional information to explain the intent of certain provisions of this... additional information is gathered. If a decision is later made to permanently relocate such persons, those...

Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

ERIC Educational Resources Information Center

Michel, Joseph; Patin, Paul

Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

Generating disease-pertinent treatment vocabularies from MEDLINE citations.

PubMed

Wang, Liqin; Del Fiol, Guilherme; Bray, Bruce E; Haug, Peter J

2017-01-01

Healthcare communities have identified a significant need for disease-specific information. Disease-specific ontologies are useful in assisting the retrieval of disease-relevant information from various sources. However, building these ontologies is labor intensive. Our goal is to develop a system for an automated generation of disease-pertinent concepts from a popular knowledge resource for the building of disease-specific ontologies. A pipeline system was developed with an initial focus of generating disease-specific treatment vocabularies. It was comprised of the components of disease-specific citation retrieval, predication extraction, treatment predication extraction, treatment concept extraction, and relevance ranking. A semantic schema was developed to support the extraction of treatment predications and concepts. Four ranking approaches (i.e., occurrence, interest, degree centrality, and weighted degree centrality) were proposed to measure the relevance of treatment concepts to the disease of interest. We measured the performance of four ranks in terms of the mean precision at the top 100 concepts with five diseases, as well as the precision-recall curves against two reference vocabularies. The performance of the system was also compared to two baseline approaches. The pipeline system achieved a mean precision of 0.80 for the top 100 concepts with the ranking by interest. There were no significant different among the four ranks (p=0.53). However, the pipeline-based system had significantly better performance than the two baselines. The pipeline system can be useful for an automated generation of disease-relevant treatment concepts from the biomedical literature. Copyright © 2016 Elsevier Inc. All rights reserved.

10 CFR 1.3 - Sources of additional information.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 1 2010-01-01 2010-01-01 false Sources of additional information. 1.3 Section 1.3 Energy NUCLEAR REGULATORY COMMISSION STATEMENT OF ORGANIZATION AND GENERAL INFORMATION Introduction § 1.3 Sources of additional information. (a) A statement of the NRC's organization, policies, procedures...

VOCABULARY GUIDE OF COGNATE WORDS IN SPANISH AND ENGLISH.

ERIC Educational Resources Information Center

KRIPPNER, STANLEY

A VOCABULARY GUIDE OF COGNATE WORDS IN ENGLISH AND SPANISH IS PRESENTED. THE VALUE OF THE GUIDE RESTS ON THE ASSUMPTIONS THAT THE LEARNING OF SIMILAR WORDS IN BOTH LANGUAGES COULD CHANGE SPANISH-SPEAKING AMERICAN PUPILS' NEGATIVE ATTITUDE ABOUT ENGLISH AS WELL AS INCREASE THEIR VOCABULARY. WORDS IN THE "VELAZQUEZ SPANISH AND ENGLISH DICTIONARY" OF…

Effect of Strategy Training on Vocabulary in EFL Contexts

ERIC Educational Resources Information Center

Ostovar-Namaghi, Seyd Ali; Rajaee, Mehdi

2013-01-01

Sixty Iranian high school EFL learners between 14 and 16 males participated in this study were randomly divided into two groups; experimental, and control. As the study aimed to know whether vocabulary strategy training effects on vocabulary learning of Iranian students, at first the control and experimental group were given a writing per-test…

An English Vocabulary Learning System Based on Fuzzy Theory and Memory Cycle

NASA Astrophysics Data System (ADS)

Wang, Tzone I.; Chiu, Ti Kai; Huang, Liang Jun; Fu, Ru Xuan; Hsieh, Tung-Cheng

This paper proposes an English Vocabulary Learning System based on the Fuzzy Theory and the Memory Cycle Theory to help a learner to memorize vocabularies easily. By using fuzzy inferences and personal memory cycles, it is possible to find an article that best suits a learner. After reading an article, a quiz is provided for the learner to improve his/her memory of the vocabulary in the article. Early researches use just explicit response (ex. quiz exam) to update memory cycles of newly learned vocabulary; apart from that approach, this paper proposes a methodology that also modify implicitly the memory cycles of learned word. By intensive reading of articles recommended by our approach, a learner learns new words quickly and reviews learned words implicitly as well, and by which the vocabulary ability of the learner improves efficiently.

Longitudinal Analysis of Receptive Vocabulary Growth in Young Spanish English-Speaking Children from Migrant Families

ERIC Educational Resources Information Center

Jackson, Carla Wood; Schatschneider, Christopher; Leacox, Lindsey

2014-01-01

Purpose: The authors of this study described developmental trajectories and predicted kindergarten performance of Spanish and English receptive vocabulary acquisition of young Latino/a English language learners (ELLs) from socioeconomically disadvantaged migrant families. In addition, the authors examined the extent to which gender and individual…

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

ERIC Educational Resources Information Center

Wright, Tanya S.; Cervetti, Gina N.

2017-01-01

Although numerous studies have identified a correlational relationship between vocabulary and comprehension, we know less about vocabulary interventions that impact reading comprehension. Therefore, this study is a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organized…

RIDEing Vocabulary: Using Etienne Wenger's Community of Practice Theory to Master Word Use

ERIC Educational Resources Information Center

Schiera, Rachel

2016-01-01

Students' success in vocabulary learning is best gauged by authentic use of the targeted vocabulary in conversation and writing tasks. A vocabulary teaching approach that emphasizes meaningful repetition, relationship building, and concrete experiences encourages language development. This article explores a multi-age, multi-grade learning…

A case study of a vocabulary strategy in a high school class of special education students

NASA Astrophysics Data System (ADS)

Prevost, Jill K.

In the United States, almost 7000 students drop out of high school every day and the most common reason is academic failure. The economic, social, and emotional cost of dropping out of high school are enormous. Vocabulary knowledge is essential for students to grasp the concepts of a content area and there has been little research reported for scaffolding vocabulary learning in content classes. The purpose of this study was to investigate a vocabulary instructional strategy in a high school biology class. The research questions focused on understanding the vocabulary instructional strategy and student perception of the strategy. This was an evaluative case study using a convenience sample of a college preparatory biology class of special education students. Participants included eight males and two females who were identified as having learning, emotional or health disabilities with average to low average intelligence. Informal interviews, observations, school records, student and teacher artifacts and rich description were used for data triangulation. Analysis involved coding and grouping data by category, and identification of relationships between categories. Three themes emerged from this study: Students believed the strategy helped them to learn vocabulary, the strategy gave direction to instruction, and the strategy can be difficult to implement. The skill level of our future work force and the health of our society is linked to our nation's high school graduation rate. Development of instructional strategies that result in student academic success will improve our high school graduation rate which will result in positive social change.

Validity of a parent vocabulary checklist for young Spanish speaking children of Mexican immigrants.

PubMed

Guiberson, Mark

2008-01-01

The primary objective of the current investigation was to examine the concurrent and predictive validity of a parent vocabulary checklist with young Spanish speaking children of Mexican immigrants. This study implemented a longitudinal approach. Nineteen families participated when children were 15-16 months of age, and then again at 30-32 months of age. The Spanish version of the MacArthur Communicative Development Inventory (Inventarios del Desarrollo de Habilidades Communicativas, INV) and spontaneous language samples collected during naturalistic play were used to examine the relationship between observed and reported vocabulary. Vocabulary reported through the INV-II and vocabulary observed at 30-32 months were significantly correlated, suggesting that the INV-II captures a valid representation of vocabulary at this age. Comparatively, vocabulary reported on the INV-I, was not correlated with observed vocabulary at 15-16 months of age or reported or observed vocabulary at 30-32 months of age. These results suggest that the INV-I, when used with 14-16-month-olds, demonstrates limited concurrent and predictive validity. Implications for the clinical use of the INV-I and INV-II are presented.

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

PubMed Central

Kang, Cuiping; Liu, Hongyun; Zhang, Yuping; McBride-Chang, Catherine; Tardif, Twila; Li, Hong; Liang, Weilan; Zhang, Zhixiang; Shu, Hua

2014-01-01

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. Two hundred 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. PMID:24962559

In the Media: Expanding Students' Experience with Academic Vocabulary

ERIC Educational Resources Information Center

McKeown, Margaret G.; Crosson, Amy C.; Artz, Nancy J.; Sandora, Cheryl; Beck, Isabel L.

2013-01-01

How can we supplement the limited time available for vocabulary instruction while motivating students to attend to the words they are learning? As a part of an academic word vocabulary intervention, we challenged sixth-grade students to find their words in the world around them. This activity, In the Media, garnered responses from 51 of the 61…

Shyness, Vocabulary and Children's Reticence in Saudi Arabian Preschools

ERIC Educational Resources Information Center

Crozier, W. Ray; Badawood, Asma

2009-01-01

The aims of the present study are to examine whether preschool children's scores on a standardized test of vocabulary mediate or moderate the relation between shyness and reticence and to test whether any influence of vocabulary would be found for both teacher and parent assessments of shyness. Participants were 108 children (50 males), mean age,…

Successful Techniques of Vocabulary. ERIC Topical Bibliography and Commentary.

ERIC Educational Resources Information Center

Smith, Carl B., Ed.

Each teacher has a style of teaching that provides the most effective way to help students grasp the desired learning concepts. One point teachers agree on is that teaching vocabulary to children needs to be an active process that engages students in entertaining activities and helps them build a bridge between already known vocabulary and the new…

Reading for Pleasure and Progress in Vocabulary and Mathematics

ERIC Educational Resources Information Center

Sullivan, Alice; Brown, Matt

2015-01-01

This paper examines inequalities in attainment in vocabulary and mathematics at age 16 for a nationally representative cohort of people born in Britain in 1970 (the 1970 British Cohort Study). Our analytical sample is n = 3,583 cohort members who completed vocabulary and mathematics tests at age 16. We explore whether inequalities as a result of…

The Keyword Method of Vocabulary Acquisition: An Experimental Evaluation.

ERIC Educational Resources Information Center

Griffith, Douglas

The keyword method of vocabulary acquisition is a two-step mnemonic technique for learning vocabulary terms. The first step, the acoustic link, generates a keyword based on the sound of the foreign word. The second step, the imagery link, ties the keyword to the meaning of the item to be learned, via an interactive visual image or other…

Vocabulary Acquisition in L2: Does CALL Really Help?

ERIC Educational Resources Information Center

Averianova, Irina

2015-01-01

Language competence in various communicative activities in L2 largely depends on the learners' size of vocabulary. The target vocabulary of adult L2 learners should be between 2,000 high frequency words (a critical threshold) and 10,000 word families (for comprehension of university texts). For a TOEIC test, the threshold is estimated to be…

Building Vocabulary for Language Learning: Approach for ESL Learners to Study New Vocabulary

ERIC Educational Resources Information Center

Alharbi, Adel M.

2015-01-01

This project investigated Vocabulary Learning Strategies (VLSs) English Language Learners used; and strategies they thought were effective to them in terms of language proficiency. Using an online survey, 121 participants responded to statements regarding their usage of VLSs. Participants have been divided into two groups: (1) learners with low…

The Role of E-Vocabularies in the Description and Retrieval of Digital Educational Resources

ERIC Educational Resources Information Center

Fernández-Pampillón, Ana M.

2017-01-01

Vocabularies are linguistic resources that make it possible to access knowledge through words. They can constitute a mechanism to identify, describe, explore, and access all the digital resources with informational content pertaining to a specific knowledge domain. In this regard, they play a key role as systems for the representation and…

Students' Perceptions of Vocabulary Knowledge and Learning in a Middle School Science Classroom

ERIC Educational Resources Information Center

Brown, Patrick L.; Concannon, James P.

2016-01-01

This study investigated eighth-grade science students' (13-14-year-olds) perceptions of their vocabulary knowledge, learning, and content achievement. Data sources included pre- and posttest of students' perceptions of vocabulary knowledge, students' perceptions of vocabulary and reading strategies surveys, and a content achievement test.…

Examining Incidental Vocabulary Acquisition by Person-and Item-Level Factors in Secondary Students

ERIC Educational Resources Information Center

Cooper, Jennifer LeeAnn

2016-01-01

Vocabulary knowledge is central to the process of reading comprehension (Cromely & Azevedo, 2007; Stahl & Nagy, 2005; Stanovich, 1986). The majority of our vocabulary knowledge is postulated to come from the process of incidental vocabulary acquisition (IVA) while reading (Nagy & Anderson, 1984). Prior studies have estimated an average…

What Can Errors Tell Us about Differences between Monolingual and Bilingual Vocabulary Learning?

ERIC Educational Resources Information Center

Kaushanskaya, Margarita

2018-01-01

Error patterns in vocabulary learning data were used as a window into the mechanisms that underlie vocabulary learning performance in bilinguals vs. monolinguals. English--Spanish bilinguals (n = 18) and English-speaking monolinguals (n = 18) were taught novel vocabulary items in association with English translations. At testing, participants…

Maintaining Scientific Community Vocabularies in Drupal through Consumption of Linked Open Data and Web Services

NASA Astrophysics Data System (ADS)

Shepherd, A.; Arko, R. A.; Maffei, A. R.; Chandler, C. L.

2012-12-01

In the Summer of 2011, a one-year pilot project was funded by the National Science Foundation to build a pre-cruise planning application using the Drupal content management system (CMS). This application will be used to assist the individual operators of research vessels in the UNOLS fleet. A large portion of the operator's pre-cruise process revolves around a questionnaire presented to the principal investigator(PI) that is used to gather information about the nature of their upcoming cruise. The Drupal-based application will be delivered as a distribution for use by any operator of a UNOLS vessel to construct customized questionnaires and provide an interface for the PI to complete this questionnaire at their leisure. A major goal of the project is to develop an application that will require as little programming maintenance as possible after the initial development effort. One of the strategies employed is the reuse of existing controlled vocabularies and linked open data wherever possible for fields of the questionnaire - most notably to populate the concepts of Country, Organization, Port, and Ship. The Rolling Deck to Repository (R2R) program manages controlled vocabularies for these concepts and currently exposes these concepts as linked open data. Furthermore, R2R has identified the authoritative source for pertinent oceanographic community vocabularies as ICES for Ship, UNOLS for Port, IANA for Organization, ISO for Country, ISO for Language, SeaDataNet for Device, FIPS for State, and IHO for Sea Area as described at http://www.rvdata.us/voc. The scope of the terms provided by these sources matches the scope of the operator's needs for these concepts, and so the application is being designed to automatically consume served information about these vocabulary terms to populate and update Drupal taxonomies for use in the questionnaire. Where newer terms are required for a PI to complete a questionnaire (before they appear in the vocabularies), the Drupal

Sibship size, sibling cognitive sensitivity, and children's receptive vocabulary.

PubMed

Prime, Heather; Pauker, Sharon; Plamondon, André; Perlman, Michal; Jenkins, Jennifer

2014-02-01

The aim of the current study was to examine the relationship between sibship size and children's vocabulary as a function of quality of sibling interactions. It was hypothesized that coming from a larger sibship (ie, 3+ children) would be related to lower receptive vocabulary in children. However, we expected this association to be moderated by the level of cognitive sensitivity shown by children's next-in-age older siblings. Data on 385 children (mean age = 3.15 years) and their next-in-age older siblings (mean age = 5.57 years) were collected and included demographic questionnaires, direct testing of children's receptive vocabulary, and videos of mother-child and sibling interactions. Sibling dyads were taped engaging in a cooperative building task and tapes were coded for the amount of cognitive sensitivity the older sibling exhibited toward the younger sibling. Hierarchical regression analyses were conducted and showed an interaction between sibship size and sibling cognitive sensitivity in the prediction of children's receptive vocabulary; children exposed to large sibships whose next-in-age older sibling exhibited higher levels of cognitive sensitivity were less likely to show low vocabulary skills when compared with those children exposed to large sibships whose siblings showed lower levels of cognitive sensitivity. Children who show sensitivity to the cognitive needs of their younger siblings provide a rich environment for language development. The negative impact of large sibships on language development is moderated by the presence of an older sibling who shows high cognitive sensitivity.

Technology-Mediated Second Language Vocabulary Development: A Review of Trends in Research Methodology

ERIC Educational Resources Information Center

Elgort, Irina

2018-01-01

Technology-mediated vocabulary development (TMVD) in a second language (L2) covers a wide range of instructional and learning treatments, contexts, and technologies and is situated in a broader field of second language vocabulary learning. Vocabulary knowledge is a complex, multidimensional construct that has been interpreted and categorized in…

Vocabulary Acquisition: Curricular and Instructional Implications for Diverse Learners. Technical Report No. 14.

ERIC Educational Resources Information Center

Baker, Scott K.; And Others

A curricular and instructional framework for increasing the vocabulary skills of diverse learners is described. Areas of convergence in research literature on vocabulary learning and diverse learners are noted, and two recommendations based on these areas of convergence are offered: interventions to address the vocabulary delays of diverse…

Comparing productive vocabulary measures from the CDI and a systematic diary study.

PubMed

Robinson, B F; Mervis, C B

1999-02-01

Expressive vocabulary data gathered during a systematic diary study of one male child's early language development are compared to data that would have resulted from longitudinal administration of the MacArthur Communicative Development Inventories spoken vocabulary checklist (CDI). Comparisons are made for (1) the number of words at monthly intervals (9; 10.15 to 2; 0.15), (2) proportion of words by lexical class (i.e. noun, predicate, closed class, 'other'), (3) growth curves. The CDI underestimates the number of words in the diary study, with the underestimation increasing as vocabulary size increases. The proportion of diary study words appearing on the CDI differed as a function of lexical class. Finally, despite the differences in vocabulary size, logistic curves proved to be the best fitting model to characterize vocabulary development as measured by both the diary study and the CDI. Implications for the longitudinal use of the CDI are discussed.

Effects of Interactive versus Simultaneous Display of Multimedia Glosses on L2 Reading Comprehension and Incidental Vocabulary Learning

ERIC Educational Resources Information Center

Türk, Emine; Erçetin, Gülcan

2014-01-01

This study examines the effects of interactive versus simultaneous display of visual and verbal multimedia information on incidental vocabulary learning and reading comprehension of learners of English with lower proficiency levels. In the interactive display condition, learners were allowed to select the type of multimedia information whereas the…

Analyses of Receptive and Productive Korean EFL Vocabulary: Computer-Based Vocabulary Learning Program

ERIC Educational Resources Information Center

Kim, Scott Sungki

2013-01-01

The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of…

Factors that Influence Vocabulary Development in Two-Year-Old Children

ERIC Educational Resources Information Center

Stokes, Stephanie F.; Klee, Thomas

2009-01-01

Background: This research explored the relative impact of demographic, cognitive, behavioural, and psycholinguistic factors on vocabulary development in two-year-old children. Methods: Two hundred and thirty-two children (24-30 months) were tested on expressive and receptive vocabulary, cognitive development, word learning and working memory…

Learning Vocabulary from Television: Does Onscreen Print Have a Role?

ERIC Educational Resources Information Center

Linebarger, Deborah L.; Moses, Annie; Garrity Liebeskind, Kara; McMenamin, Katie

2013-01-01

Vocabulary acquisition associated with watching high-quality educational television has been documented in a number of studies. One lingering question is whether adding strategically placed onscreen print to a program can enhance vocabulary acquisition beyond those effects attributable to viewing educational content alone. The present study was…

A Framework for Explicit Vocabulary Instruction with English Language Learners

ERIC Educational Resources Information Center

Nisbet, Deanna L.; Tindall, Evie R.

2015-01-01

Academic vocabulary development is critical to the success of all learners--particularly English language learners (ELLs). This article presents a framework for integrating explicit academic vocabulary instruction for ELLs into middle school classrooms. The framework embodies five research-based principles and serves as a vehicle for structuring…

Receptive Vocabulary Measures for EFL Costa Rican High School Students

ERIC Educational Resources Information Center

Castro-Garcia, Damaris

2017-01-01

The study offers a glimpse of the current situation of foreign language education in the Costa Rican context from the perspective of vocabulary knowledge, particularly passive vocabulary size. Students from two institutions participated: one school implements Content Based Teaching while the other follows traditional, Foreign Language Teaching…

The Effects of Topic Interest on the Vocabulary Retention in Third Grade Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Endo, Yasuko Amy

2010-01-01

This study examines the effects of topic interest on the vocabulary learning and retention in third grade students with and without learning disabilities. All students learned 12 unfamiliar vocabulary words in three different vocabulary learning conditions: High-interest topic vocabulary, low-interest topic vocabulary, and vocabulary words without…

Incidental L2 Vocabulary Acquisition "from" and "while" Reading: An Eye-Tracking Study

ERIC Educational Resources Information Center

Pellicer-Sánchez, Ana

2016-01-01

Previous studies have shown that reading is an important source of incidental second language (L2) vocabulary acquisition. However, we still do not have a clear picture of what happens when readers encounter unknown words. Combining offline (vocabulary tests) and online (eye-tracking) measures, the incidental acquisition of vocabulary knowledge…

Beyond Breadth: The Contributions of Vocabulary Depth to Reading Comprehension among Skilled Readers

ERIC Educational Resources Information Center

Binder, Katherine S.; Cote, Nicole Gilbert; Lee, Cheryl; Bessette, Emily; Vu, Huong

2017-01-01

This study investigated the relationships among vocabulary breadth, vocabulary depth, reading comprehension, and reading rate among college-aged students. While the relationships of some of these variables have been explored in previous research, the current study's focus on the role of vocabulary depth on the literacy measures within a sample of…

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population. PMID:26869981

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.

Vocabulary comprehension and strategies in name construction among children using aided communication.

PubMed

Deliberato, Débora; Jennische, Margareta; Oxley, Judith; Nunes, Leila Regina d'Oliveira de Paula; Walter, Cátia Crivelenti de Figueiredo; Massaro, Munique; Almeida, Maria Amélia; Stadskleiv, Kristine; Basil, Carmen; Coronas, Marc; Smith, Martine; von Tetzchner, Stephen

2018-03-01

Vocabulary learning reflects the language experiences of the child, both in typical and atypical development, although the vocabulary development of children who use aided communication may differ from children who use natural speech. This study compared the performance of children using aided communication with that of peers using natural speech on two measures of vocabulary knowledge: comprehension of graphic symbols and labeling of common objects. There were 92 participants not considered intellectually disabled in the aided group. The reference group consisted of 60 participants without known disorders. The comprehension task consisted of 63 items presented individually in each participant's graphic system, together with four colored line drawings. Participants were required to indicate which drawing corresponded to the symbol. In the expressive labelling task, 20 common objects presented in drawings had to be named. Both groups indicated the correct drawing for most of the items in the comprehension tasks, with a small advantage for the reference group. The reference group named most objects quickly and accurately, demonstrating that the objects were common and easily named. The aided language group named the majority correctly and in addition used a variety of naming strategies; they required more time than the reference group. The results give insights into lexical processing in aided communication and may have implications for aided language intervention.

Effectiveness of E-TLM in Learning Vocabulary in English

ERIC Educational Resources Information Center

Singaravelu, G.

2011-01-01

The study enlightens the effectiveness of e-TLM in Learning Vocabulary in English at standard VI. Objectives of the study: 1. To find out the problems of conventional TLM in learning vocabulary in English. 2. To find out the significant difference in achievement mean score between the pre test of control group and the post test of control group.…

Validating the Vocabulary Levels Test with Fourth and Fifth Graders to Identify Students At-Risk in Vocabulary Development Using a Quasiexperimental Single Group Design

ERIC Educational Resources Information Center

Dunn, Suzanna

2012-01-01

This quasiexperimental single group design study investigated the validity of the Vocabulary Levels Test (VLT) to identify fourth and fifth grade students who are at-risk in vocabulary development. The subjects of the study were 88 fourth and fifth grade students at one elementary school in Washington State. The Group Reading Assessment and…

Semantic Structure in Vocabulary Knowledge Interacts with Lexical and Sentence Processing in Infancy

ERIC Educational Resources Information Center

Borovsky, Arielle; Ellis, Erica M.; Evans, Julia L.; Elman, Jeffrey L.

2016-01-01

Although the size of a child's vocabulary associates with language-processing skills, little is understood regarding how this relation emerges. This investigation asks whether and how the structure of vocabulary knowledge affects language processing in English-learning 24-month-old children (N = 32; 18 F, 14 M). Parental vocabulary report was used…

Effects of Referent Token Variability on L2 Vocabulary Learning

ERIC Educational Resources Information Center

Sommers, Mitchell S.; Barcroft, Joe

2013-01-01

Previous research has demonstrated substantially improved second language (L2) vocabulary learning when spoken word forms are varied using multiple talkers, speaking styles, or speaking rates. In contrast, the present study varied visual representations of referents for target vocabulary. English speakers learned Spanish words in formats of no…

Motivate Students to Engage in Word Study Using Vocabulary Games

ERIC Educational Resources Information Center

Wells, Jenny C.; Narkon, Drue E.

2011-01-01

Vocabulary instruction across the content areas aids reading comprehension, making it time well spent in the classroom. Although students with learning disabilities (LD) need many practice opportunities to learn new words, engaging them in vocabulary instruction may prove challenging. Due to their past difficulties in acquiring reading skills,…

Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge

ERIC Educational Resources Information Center

Spencer, Mercedes; Muse, Andrea; Wagner, Richard K.; Foorman, Barbara; Petscher, Yaacov; Schatschneider, Christopher; Tighe, Elizabeth L.; Bishop, M. Denise

2015-01-01

We report results from two studies on the underlying dimensions of morphological awareness and vocabulary knowledge in elementary-aged children. In Study 1, 99 fourth-grade students were given multiple measures of morphological awareness and vocabulary. A single factor accounted for individual differences in all morphology and vocabulary…

Predicting growth in English and French vocabulary: The facilitating effects of morphological and cognate awareness.

PubMed

D'Angelo, Nadia; Hipfner-Boucher, Kathleen; Chen, Xi

2017-07-01

The present study investigated the contribution of morphological and cognate awareness to the development of English and French vocabulary knowledge among young minority and majority language children who were enrolled in a French immersion program. Participating children (n = 75) were assessed in English and French on measures of morphological awareness, cognate awareness, and vocabulary knowledge from Grades 1 to 3. Hierarchical linear modeling was used to investigate linear trends in English and French vocabulary growth for minority and majority language children and to identify metalinguistic contributions to Grade 1 and Grade 3 English and French vocabulary performance and rate of growth. Results demonstrated a similar pattern of prediction for both groups of children. English and French morphological awareness and French-English cognate awareness significantly predicted concurrent and longitudinal vocabulary development after controlling for nonverbal reasoning, phonological awareness, and word identification. The contributions of morphological awareness to English vocabulary and cognate awareness to French vocabulary strengthened between Grades 1 and 2. These findings highlight the emerging importance of morphological and cognate awareness in children's vocabulary development and suggest that these metalinguistic factors can serve to broaden the vocabulary repertoire of children who enter school with limited language proficiency. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Models of Vocabulary Acquisition: Direct Tests and Text-Derived Simulations of Vocabulary Growth

ERIC Educational Resources Information Center

Biemiller, Andrew; Rosenstein, Mark; Sparks, Randall; Landauer, Thomas K.; Foltz, Peter W.

2014-01-01

Determining word meanings that ought to be taught or introduced is important for educators. A sequence for vocabulary growth can be inferred from many sources, including testing children's knowledge of word meanings at various ages, predicting from print frequency, or adult-recalled Age of Acquisition. A new approach, Word Maturity, is based on…

Early Maternal Employment and Children's Vocabulary and Inductive Reasoning Ability: A Dynamic Approach

ERIC Educational Resources Information Center

Kühhirt, Michael; Klein, Markus

2018-01-01

This study investigates the relationship between early maternal employment history and children's vocabulary and inductive reasoning ability at age 5, drawing on longitudinal information on 2,200 children from the Growing Up in Scotland data. Prior research rarely addresses dynamics in maternal employment and the methodological ramifications of…

Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom

ERIC Educational Resources Information Center

Nam, Jihyun

2010-01-01

Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap…

Scoring Yes-No Vocabulary Tests: Reaction Time vs. Nonword Approaches

ERIC Educational Resources Information Center

Pellicer-Sanchez, Ana; Schmitt, Norbert

2012-01-01

Despite a number of research studies investigating the Yes-No vocabulary test format, one main question remains unanswered: What is the best scoring procedure to adjust for testee overestimation of vocabulary knowledge? Different scoring methodologies have been proposed based on the inclusion and selection of nonwords in the test. However, there…

Neural Correlates of High Performance in Foreign Language Vocabulary Learning

ERIC Educational Resources Information Center

Macedonia, Manuela; Muller, Karsten; Friederici, Angela D.

2010-01-01

Learning vocabulary in a foreign language is a laborious task which people perform with varying levels of success. Here, we investigated the neural underpinning of high performance on this task. In a within-subjects paradigm, participants learned 92 vocabulary items under two multimodal conditions: one condition paired novel words with iconic…

A Study: The Relationship of Personality Type to Vocabulary Development.

ERIC Educational Resources Information Center

Covner, Thelma Crockin

To test the hypothesis that aspects of one's personality are associated with expansion of his or her vocabulary, a study focused on thirteen students of various ages who constituted a vocabulary development class. Students were taught techniques for discovering meaning through context or extracting meaning through word structure. Considerable time…

Time-Decayed User Profile for Second Language Vocabulary Learning System

ERIC Educational Resources Information Center

Li, Li; Wei, Xiao

2014-01-01

Vocabulary learning is the foundation of second language learning. Many E-learning systems have been developed to help learners to learn vocabulary efficiently. Most of these systems employ Ebbinghaus Forgetting Curve to make the review schedule for learners. However, learners are different in learning ability and the review schedule based on…

Conceptualization of Depth of Vocabulary Knowledge with Academic Reading Comprehension

ERIC Educational Resources Information Center

Hasan, Md. Kamrul; Shabdin, Ahmad Affendi

2016-01-01

The present study embodies a conceptual framework, and it studies the concept regarding the depth of vocabulary knowledge. Literature review is employed as a foundation for developing the conceptual framework for the present study. The current study suggests that different dimensions of depth of vocabulary knowledge, namely paradigmatic relations,…

Vocabulary Memorization Strategies among Arab Postgraduate English Foreign Language Learners

ERIC Educational Resources Information Center

Al-Qaysi, Fouad Hussein; Shabdin, Ahmad Affendi

2016-01-01

Many studies have investigated vocabulary memorization strategies in the EFL context, but few researches have been conducted on the types of memorization strategies used by the Arab students in Malaysia. Thus, this study investigates the types of vocabulary memorization strategies employed by the Arab students in the Intensive English course at…

Implementing Controlled Composition to Improve Vocabulary Mastery of EFL Students

ERIC Educational Resources Information Center

Juriah

2015-01-01

The purposes of this study was to know how (1) Controlled composition teaching techniques implemented by the English teacher at SDN 027 Samarinda to improve vocabulary mastery, and (2) Controlled composition teaching techniques improves vocabulary mastery of the sixth grade students of SDN 027 Samarinda. This research used a Classroom Action…

The Effectiveness of Using Corpus-Based Materials in Vocabulary Teaching

ERIC Educational Resources Information Center

Paker, Turan; Özcan, Yeliz Ergül

2017-01-01

Our study aimed at finding out the effectiveness of corpus-based vocabulary teaching activities as well as students' attitudes towards concordance-based materials when corpus-based tasks in English vocabulary learning are used. The study was conducted in a preparatory school in a private university. The participants were 28 intermediate level…

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

ERIC Educational Resources Information Center

Adlof, Suzanne M.; Patten, Hannah

2017-01-01

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…

A Comparison of Undergraduate Students' English Vocabulary Learning: Using Mobile Phones and Flash Cards

ERIC Educational Resources Information Center

Basoglu, Emrah Baki; Akdemir, Omur

2010-01-01

Knowing a foreign language has become crucial to reach information. Learning vocabulary is the fundamental step to learn a foreign language. New devices are invented everyday to fulfill the needs of citizens of the twenty-first century. Increased use of mobile phones has made them popular for not only communication, but also entertainment and…

Profiling Vocabulary in Psychology Journal Abstracts: A Comparison between Iranian and Anglo-American Journals

ERIC Educational Resources Information Center

Akbarian, Is'haaq; Ghanbarzadeh, Zahra; Shahri, Mohammad Afzali

2017-01-01

Lexical profiling has yielded fruitful results for language description and pedagogy (Liu, 2014), and particularly highlighted the significance of academic vocabulary for EFL learners in this process. This investigation, likewise, attempts to comparatively profile the vocabulary, more particularly the academic vocabulary, in the…

Lexical development in Korean: vocabulary size, lexical composition, and late talking.

PubMed

Rescorla, Leslie; Lee, Youn Mi Cathy; Lee, Youn Min Cathy; Oh, Kyung Ja; Kim, Young Ah

2013-04-01

In this study, the authors aimed to compare vocabulary size, lexical composition, and late talking in large samples of Korean and U.S. children ages 18-35 months. Data for 2,191 Korean children (211 children recruited "offline" through preschools, and 1,980 recruited "online" via the Internet) and 274 U.S. children were obtained using the Language Development Survey (LDS). Mean vocabulary size was slightly larger in the offline than the online group, but the groups were acquiring almost identical words. Mean vocabulary size did not differ by country; girls and older children had larger vocabularies in both countries. The Korean-U.S. Q correlations for percentage use of LDS words (.53 and .56) indicated considerable concordance across countries in lexical composition. Noun dominance was as large in Korean lexicons as in U.S. lexicons. About half of the most commonly reported words for the Korean and U.S. children were identical. Lexicons of late talkers resembled those of typically developing younger children in the same sample. Despite linguistic and discourse differences between Korean and English, LDS findings indicated considerable cross-linguistic similarity with respect to vocabulary size, lexical composition, and late talking.

Using Mixed-Modality Learning Strategies via e-Learning for Second Language Vocabulary Acquisition

ERIC Educational Resources Information Center

Yang, Fang-Chuan Ou; Wu, Wen-Chi Vivian

2015-01-01

This study demonstrated an e-learning system, MyEVA, based on a mixed-modality vocabulary strategy in assisting learners of English as a second language (L2 learners) to improve their vocabulary. To explore the learning effectiveness of MyEVA, the study compared four vocabulary-learning techniques, MyEVA in preference mode, MyEVA in basic mode, an…

Effective Strategies for Teaching Vocabulary: An Introduction to Engaging Cooperative Vocabulary Card Activities

ERIC Educational Resources Information Center

Sheridan, Robert; Markslag, Laura

2017-01-01

Despite the vast extent of the English vocabulary, it has been estimated that only around 2400 high frequency word families, which are found on Browne, Culligan, and Phillips' (2013) "New General Service List" (NGSL), make up over 92% of most general English texts. Several studies have shown that a word must be encountered anywhere from…

Vocabulary Input from School Textbooks as a Potential Contributor to the Small Vocabulary Uptake Gained by English as a Foreign Language Learners in Saudi Arabia

ERIC Educational Resources Information Center

Alsaif, Abdullah; Milton, James

2012-01-01

Research repeatedly reports very little vocabulary uptake by English as a foreign language (EFL) learners in public schools in Saudi Arabia. Factors such as the teaching methodology employed and learner motivation have been suggested to explain this but a further explanation, the vocabulary input these learners receive, remains uninvestigated. An…

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 24 2012-07-01 2012-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 23 2011-07-01 2011-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 22 2010-07-01 2010-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

40 CFR 141.154 - Required additional health information.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 24 2013-07-01 2013-07-01 false Required additional health information... Required additional health information. (a) All reports must prominently display the following language... from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of...

Technologies and practices for maintaining and publishing earth science vocabularies

NASA Astrophysics Data System (ADS)

Cox, Simon; Yu, Jonathan; Williams, Megan; Giabardo, Fabrizio; Lowe, Dominic

2015-04-01

Shared vocabularies are a key element in geoscience data interoperability. Many organizations curate vocabularies, with most Geologic Surveys having a long history of development of lexicons and authority tables. However, their mode of publication is heterogeneous, ranging from PDFs and HTML web pages, spreadsheets and CSV, through various user-interfaces, and public and private APIs. Content maintenance ranges from tightly-governed and externally opaque, through various community processes, all the way to crowd-sourcing ('folksonomies'). Meanwhile, there is an increasing expectation of greater harmonization and vocabulary re-use, which create requirements for standardized content formalization and APIs, along with transparent content maintenance and versioning. We have been trialling a combination of processes and software dealing with vocabulary formalization, registration, search and linking. We use the Simplified Knowledge Organization System (SKOS) to provide a generic interface to content. SKOS is an RDF technology for multi-lingual, hierarchical vocabularies, oriented around 'concepts' denoted by URIs, and thus consistent with Linked Open Data. SKOS may be mixed in with classes and properties from specialized ontologies which provide a more specific interface when required. We have developed a suite of practices and techniques for conversion of content from the source technologies and styles into SKOS, largely based on spreadsheet manipulation before RDF conversion, and SPARQL afterwards. The workflow for each vocabulary must be adapted to match the specific inputs. In linked data applications, two requirements are paramount for user confidence: (i) the URI that denotes a vocabulary item is persistent, and should be dereferenceable indefinitely; (ii) the history and status of the resource denoted by a URI must be available. This is implemented by the Linked Data Registry (LDR), originally developed for the World Meteorological Organization and the UK

Predicting Expressive Vocabulary Acquisition in Children with Intellectual Disabilities: A 2-Year Longitudinal Study

ERIC Educational Resources Information Center

Vandereet, Joke; Maes, Bea; Lembrechts, Dirk; Zink, Inge

2010-01-01

Purpose: This study's objectives were to describe expressive vocabulary acquisition in children with intellectual disabilities (ID) and to examine specific pre- and early linguistic behaviors used to request and comment, chronological age, cognitive skills, and vocabulary comprehension as predictors of expressive vocabulary. Method: This study…

French Vocabulary in "Encore Tricolore": Do Pupils Have a Chance?

ERIC Educational Resources Information Center

Tschichold, Cornelia

2012-01-01

British learners acquire very little vocabulary in their foreign languages, compared to pupils elsewhere in Europe, particularly learners of English as a foreign language. Could the materials used for teaching help explain this difference? An analysis of the vocabulary loading of a textbook for French as a foreign language commonly used in…

Teaching and Learning Morphology: A Reflection on Generative Vocabulary Instruction

ERIC Educational Resources Information Center

Templeton, Shane

2012-01-01

Students' knowledge of morphology can play a critical role in vocabulary development, and by extension, reading comprehension and writing. This reflection describes the nature of this knowledge and how it may be developed through the examination of generative vocabulary knowledge and the role of the spelling system in developing this knowledge. In…

The relative contributions of speechreading and vocabulary to deaf and hearing children's reading ability.

PubMed

Kyle, Fiona Elizabeth; Campbell, Ruth; MacSweeney, Mairéad

2016-01-01

Vocabulary knowledge and speechreading are important for deaf children's reading development but it is unknown whether they are independent predictors of reading ability. This study investigated the relationships between reading, speechreading and vocabulary in a large cohort of deaf and hearing children aged 5 to 14 years. 86 severely and profoundly deaf children and 91 hearing children participated in this study. All children completed assessments of reading comprehension, word reading accuracy, speechreading and vocabulary. Regression analyses showed that vocabulary and speechreading accounted for unique variance in both reading accuracy and comprehension for deaf children. For hearing children, vocabulary was an independent predictor of both reading accuracy and comprehension skills but speechreading only accounted for unique variance in reading accuracy. Speechreading and vocabulary are important for reading development in deaf children. The results are interpreted within the Simple View of Reading framework and the theoretical implications for deaf children's reading are discussed. Copyright © 2015 Elsevier Ltd. All rights reserved.

Socioeconomic status, parental education, vocabulary and language skills of children who stutter.

PubMed

Richels, Corrin G; Johnson, Kia N; Walden, Tedra A; Conture, Edward G

2013-01-01

The purpose of this project was to investigate the possible relation between standardized measures of vocabulary/language, mother and father education, and a composite measure of socioeconomic status (SES) for children who do not stutter (CWNS) and children who stutter (CWS). Participants were 138 CWNS and 159 CWS between the ages of 2;6 and 6;3 and their families. The Hollingshead Four Factor Index of Social Position (i.e., Family SES) was used to calculate SES based on a composite score consisting of weighted values for paternal and maternal education and occupation. Statistical regression analyses were conducted to investigate the relation between parental education and language and vocabulary scores for both the CWNS and CWS. Correlations were calculated between parent education, Family SES, and stuttering severity (e.g., SSI-3 score, % words stuttered). Results indicated that maternal education contributed the greatest amount of variance in vocabulary and language scores for the CWNS and for participants from both groups whose Family SES was in the lowest quartile of the distribution. However, paternal education generally contributed the greatest amount of variance in vocabulary and language scores for the CWS. Higher levels of maternal education were associated with more severe stuttering in the CWS. Results are generally consistent with existing literature on normal language development that indicates maternal education is a robust predictor of the vocabulary and language skills of preschool children. Thus, both father and mothers' education may impact the association between vocabulary/language skills and childhood stuttering, leading investigators who empirically study this association to possibly re-assess their participant selection (e.g., a priori control of parental education) and/or data analyses (e.g., post hoc covariation of parental education). The reader will be able to: (a) describe the influence of socioeconomic status on the development of

Story Innovation: An Instructional Strategy for Developing Vocabulary and Fluency

ERIC Educational Resources Information Center

Griffith, Priscilla L.; Ruan, Jiening

2007-01-01

Story innovation is a form of scaffold writing in which the sentence and text patterns remain intact but the content is altered through the substitution of vocabulary to change the setting, characters, or action in a story. Story innovation is presented as a way to develop vocabulary knowledge through deep processing and to provide fluency…

Low-Income Immigrant Pupils Learning Vocabulary through Digital Picture Storybooks

ERIC Educational Resources Information Center

Verhallen, Marian J. A. J.; Bus, Adriana G.

2010-01-01

Children from immigrant, low-income families in the Netherlands start school with a limited vocabulary in the language of instruction; therefore, this places them at risk for developing reading difficulties. Exposure to books is assumed to reduce their 2nd language (L2) vocabulary disadvantage. In this experiment, we examined the effects of video…

Effect of Phonetic Association on Learning Vocabulary in Foreign Language

ERIC Educational Resources Information Center

Bozavli, Ebubekir

2017-01-01

Word is one of the most important components of a natural language. Speech is meaningful because of the meanings of words. Vocabulary acquired in one's mother tongue is learned consciously in a foreign language in non-native settings. Learning vocabulary in a system based on grammar is generally neglected or learned in conventional ways. This…

Stimulating Multiple-Demand Cortex Enhances Vocabulary Learning

PubMed Central

Wise, Richard J.S.; Geranmayeh, Fatemeh; Hampshire, Adam

2017-01-01

It is well established that networks within multiple-demand cortex (MDC) become active when diverse skills and behaviors are being learnt. However, their causal role in learning remains to be established. In the present study, we first performed functional magnetic resonance imaging on healthy female and male human participants to confirm that MDC was most active in the initial stages of learning a novel vocabulary, consisting of pronounceable nonwords (pseudowords), each associated with a picture of a real object. We then examined, in healthy female and male human participants, whether repetitive transcranial magnetic stimulation of a frontal midline node of the cingulo-opercular MDC affected learning rates specifically during the initial stages of learning. We report that stimulation of this node, but not a control brain region, substantially improved both accuracy and response times during the earliest stage of learning pseudoword–object associations. This stimulation had no effect on the processing of established vocabulary, tested by the accuracy and response times when participants decided whether a real word was accurately paired with a picture of an object. These results provide evidence that noninvasive stimulation to MDC nodes can enhance learning rates, thereby demonstrating their causal role in the learning process. We propose that this causal role makes MDC candidate target for experimental therapeutics; for example, in stroke patients with aphasia attempting to reacquire a vocabulary. SIGNIFICANCE STATEMENT Learning a task involves the brain system within which that specific task becomes established. Therefore, successfully learning a new vocabulary establishes the novel words in the language system. However, there is evidence that in the early stages of learning, networks within multiple-demand cortex (MDC), which control higher cognitive functions, such as working memory, attention, and monitoring of performance, become active. This activity

What Research Says about Vocabulary Instruction for Students with Learning Disabilities

ERIC Educational Resources Information Center

Jitendra, Asha K.; Edwards, Lana L.; Sacks, Gabriell; Jacobson, Lisa A.

2004-01-01

This article summarizes published research on vocabulary instruction involving students with learning disabilities. Nineteen vocabulary studies that comprised 27 investigations were located. Study interventions gleaned from the review included keyword or mnemonic approaches, cognitive strategy instruction (e.g., semantic features analysis), direct…

The Gene Ontology (GO) project: structured vocabularies for molecular biology and their application to genome and expression analysis.

PubMed

Blake, Judith A; Harris, Midori A

2008-09-01

Scientists wishing to utilize genomic data have quickly come to realize the benefit of standardizing descriptions of experimental procedures and results for computer-driven information retrieval systems. The focus of the Gene Ontology project is three-fold. First, the project goal is to compile the Gene Ontologies: structured vocabularies describing domains of molecular biology. Second, the project supports the use of these structured vocabularies in the annotation of gene products. Third, the gene product-to-GO annotation sets are provided by participating groups to the public through open access to the GO database and Web resource. This unit describes the current ontologies and what is beyond the scope of the Gene Ontology project. It addresses the issue of how GO vocabularies are constructed and related to genes and gene products. It concludes with a discussion of how researchers can access, browse, and utilize the GO project in the course of their own research. Copyright 2008 by John Wiley & Sons, Inc.

Total and Conceptual Vocabulary in Spanish-English Bilinguals from 22 to 30 Months: Implications for Assessment

ERIC Educational Resources Information Center

Core, Cynthia; Hoff, Erika; Rumiche, Rosario; Senor, Melissa

2013-01-01

Purpose: Vocabulary assessment holds promise as a way to identify young bilingual children at risk for language delay. This study compares 2 measures of vocabulary in a group of young Spanish-English bilingual children to a single-language measure used with monolingual children. Method: Total vocabulary and conceptual vocabulary were used to…

The Effect of Aural and Visual Storytelling on Vocabulary Retention of Iranian EFL Learners

ERIC Educational Resources Information Center

Amin Afshar, Maryam; Mojavezi, Ahmad

2017-01-01

EFL learners at all ages and proficiency levels are usually confronted with various problems in vocabulary learning and retention. This study sought to introduce strategies for improvement of vocabulary learning and retention. Therefore, the effects of using aural/visual storytelling on Iranian EFL learners' vocabulary learning and retention were…

The Effects of Vocabulary Instructions on Students' Reading Comprehension across Cognitive Styles in ESP

ERIC Educational Resources Information Center

Kusumawati, Eny; Widiati, Utami

2017-01-01

Many scholars in language learning and teaching agree that vocabulary plays a vital role in a language learning. However, the way the vocabulary is presented to language learners, whether explicitly or implicitly, becomes central discussion in language literature. This study investigated the effect of explicit and implicit vocabulary instructions…

47 CFR 1.10017 - How can I submit additional information?

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false How can I submit additional information? 1... International Bureau Filing System § 1.10017 How can I submit additional information? In response to an official request for information from the International Bureau, you can submit additional information...

Building Vocabulary and Improving Writing While Developing a Tourist Brochure

ERIC Educational Resources Information Center

Johari, Siti Katijah

2008-01-01

Writing, and the vocabulary building that goes with it, is a more complex process than merely putting words on a page. In the process of acquiring vocabulary, for example, students need to understand not just what individual words mean but also which combinations of these words in sentences or paragraphs convey a meaningful message to the reader…

Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts

ERIC Educational Resources Information Center

Hiebert, Elfrieda H.; Goodwin, Amanda P.; Cervetti, Gina N.

2018-01-01

This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school…

Gender Differences in Aural Vocabulary of Elementary Schoolchildren in Jordan.

ERIC Educational Resources Information Center

Khammash, Salma B.

A sample of 1,500 students in grades K-3 were selected from 80 Jordanian schools in a study of aural vocabulary scores. This study followed a pilot study in 1980 of an Arabic translation of the Peabody Picture Vocabulary Test with Arabic-speaking children with limited English proficiency in the Dearborn, Michigan, public schools. The 1982…

The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.

PubMed

Reed, Deborah K; Petscher, Yaacov; Foorman, Barbara R

2016-04-01

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (Δ R 2 = .11 to .31) in comprehension as compared to spelling (Δ R 2 = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.

Children's early reading vocabulary: description and word frequency lists.

PubMed

Stuart, Morag; Dixon, Maureen; Masterson, Jackie; Gray, Bob

2003-12-01

When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children. The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers. Texts from 685 books from reading schemes and story books read by 5-7 year-old children were used in the construction of the database. All words from the 685 books were typed or scanned into an Oracle database. The resulting up-to-date word frequency list of early print exposure in the UK is available in two forms from a website address given in this paper. This allows access to one list of the words ordered alphabetically and one list of the words ordered by frequency. We also briefly address some fundamental issues underlying early reading vocabulary (e.g., that it is heavily skewed towards low frequencies). Other characteristics of the vocabulary are then discussed. We hope the word frequency lists will be of use to researchers seeking to control word frequency, and to teachers interested in the vocabulary to which young children are exposed in their reading material.

Multisensory Strategies for Science Vocabulary

ERIC Educational Resources Information Center

Husty, Sandra; Jackson, Julie

2008-01-01

Seeing, touching, smelling, hearing, and learning! The authors observed that their English Language Learner (ELL) students achieved a deeper understanding of the properties of matter, as well as enhanced vocabulary development, when they were guided through inquiry-based, multisensory explorations that repeatedly exposed them to words and…

Parent Reports of Young Spanish-English Bilingual Children's Productive Vocabulary: A Development and Validation Study.

PubMed

Mancilla-Martinez, Jeannette; Gámez, Perla B; Vagh, Shaher Banu; Lesaux, Nonie K

2016-01-01

This 2-phase study aims to extend research on parent report measures of children's productive vocabulary by investigating the development (n = 38) of the Spanish Vocabulary Extension and validity (n = 194) of the 100-item Spanish and English MacArthur-Bates Communicative Development Inventories Toddler Short Forms and Upward Extension (Fenson et al., 2000, 2007; Jackson-Maldonado, Marchman, & Fernald, 2013) and the Spanish Vocabulary Extension for use with parents from low-income homes and their 24- to 48-month-old Spanish-English bilingual children. Study participants were drawn from Early Head Start and Head Start collaborative programs in the Northeastern United States in which English was the primary language used in the classroom. All families reported Spanish or Spanish-English as their home language(s). The MacArthur Communicative Development Inventories as well as the researcher-designed Spanish Vocabulary Extension were used as measures of children's English and Spanish productive vocabularies. Findings revealed the forms' concurrent and discriminant validity, on the basis of standardized measures of vocabulary, as measures of productive vocabulary for this growing bilingual population. These findings suggest that parent reports, including our researcher-designed form, represent a valid, cost-effective mechanism for vocabulary monitoring purposes in early childhood education settings.

Verbal short-term memory shows a specific association with receptive but not productive vocabulary measures in Down syndrome.

PubMed

Majerus, S; Barisnikov, K

2018-01-01

Verbal short-term memory (STM) capacity has been considered to support vocabulary learning in typical children and adults, but evidence for this link is inconsistent for studies in individuals with Down syndrome (DS). The aim of this study was explore the role of processing demands on the association between verbal STM and vocabulary measures in DS, by comparing receptive vocabulary measures with high STM processing demands to productive vocabulary measures with low STM processing demands. Forty-seven adults with Down syndrome were administered receptive vocabulary and productive vocabulary tasks, as well as measures of verbal STM abilities and intellectual efficiency. Bayesian regression analyses showed that verbal STM abilities were strongly and specifically associated with receptive vocabulary measures but not productive lexical abilities after controlling for intellectual efficiency, and this is despite the fact that vocabulary abilities as measured by receptive and productive vocabulary tasks were closely associated. In Down syndrome, verbal STM abilities may be predictive of specific task demands associated with receptive vocabulary tasks rather than of vocabulary development per se. © 2017 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

Early Vocabulary, Parental Education, and the Frequency of Shared Reading as Predictors of Toddler's Vocabulary and Grammar at Age 2;7: A Slovenian Longitudinal CDI Study

ERIC Educational Resources Information Center

Marjanovic-Umek, Ljubica; Fekonja-Peklaj, Urška; Socan, Gregor

2017-01-01

The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary…

Is Vocabulary Growth Influenced by the Relations among Words in a Language Learner's Vocabulary?

ERIC Educational Resources Information Center

Sailor, Kevin M.

2013-01-01

Several recent studies have explored the applicability of the preferential attachment principle to account for vocabulary growth. According to this principle, network growth can be described by a process in which existing nodes recruit new nodes with a probability that is an increasing function of their connectivity within the existing network.…

The Use of Formative Testing in Diagnosing Place Vocabulary Capabilities: A Cross-Cultural Example.

ERIC Educational Resources Information Center

Saveland, Robert N.

A cross-cultural educational research study involving 12,500 students in 13 countries is described, with particular emphasis on one aspect of geographic literacy--place vocabulary skills. Place vocabulary is defined as that component of vocabulary that is concerned with places which are proper nouns and capitalized to show their importance. The…

Investigating the Receptive-Expressive Vocabulary Profile in Children with Idiopathic ASD and Comorbid ASD and Fragile X Syndrome.

PubMed

Haebig, Eileen; Sterling, Audra

2017-02-01

Previous work has noted that some children with autism spectrum disorder (ASD) display weaknesses in receptive vocabulary relative to expressive vocabulary abilities. The current study extended previous work by examining the receptive-expressive vocabulary profile in boys with idiopathic ASD and boys with concomitant ASD and fragile X syndrome (ASD + FXS). On average, boys with ASD + FXS did not display the same atypical receptive-expressive profile as boys with idiopathic ASD. Notably, there was variation in vocabulary abilities and profiles in both groups. Although we did not identify predictors of receptive-expressive differences, we demonstrated that nonverbal IQ and expressive vocabulary positively predicted concurrent receptive vocabulary knowledge and receptive vocabulary predicted expressive vocabulary. We discuss areas of overlap and divergence in subgroups of ASD.

Investigating the Receptive-Expressive Vocabulary Profile in Children with Idiopathic ASD and Comorbid ASD and Fragile X Syndrome

PubMed Central

Sterling, Audra

2016-01-01

Previous work has noted that some children with autism spectrum disorder (ASD) display weaknesses in receptive vocabulary relative to expressive vocabulary abilities. The current study extended previous work by examining the receptive-expressive vocabulary profile in boys with idiopathic ASD and boys with concomitant ASD and fragile X syndrome (ASD + FXS). On average, boys with ASD + FXS did not display the same atypical receptive-expressive profile as boys with idiopathic ASD. Notably, there was variation in vocabulary abilities and profiles in both groups. Although we did not identify predictors of receptive-expressive differences, we demonstrated that nonverbal IQ and expressive vocabulary positively predicted concurrent receptive vocabulary knowledge and receptive vocabulary predicted expressive vocabulary. We discuss areas of overlap and divergence in subgroups of ASD. PMID:27796729

Using Multiple Intelligences To Improve Retention in Foreign Language Vocabulary Study.

ERIC Educational Resources Information Center

Anderson, Virginia B.

The report describes an experiment for increasing retention of foreign language vocabulary by using multiple intelligence approaches and memory enhancement tools. The targeted population was approximately 100 seventh- and eighth-grade Latin students. Student difficulty with vocabulary retention had been ascribed to the teacher's emphasis on…

Defying Expectations: Vocabulary Growth Trajectories of High Performing Language Minority Students

ERIC Educational Resources Information Center

Hwang, Jin Kyoung; Lawrence, Joshua Fahey; Snow, Catherine E.