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Tracing children′s vocabulary development from preschool through the school-age years: an 8-year longitudinal study
Song, Shuang1; Su, Mengmeng1; Kang, Cuiping1; Liu, Hongyun2; Zhang, Yuping1,3; McBride-Chang, Catherine4; Tardif, Twila5,6; Li, Hong2; Liang, Weilan7; Zhang, Zhixiang7; Shu, Hua1
刊名DEVELOPMENTAL SCIENCE
2015
DOI10.1111/desc.12190
18期:1页:119-131
收录类别SSCI
文章类型Article
WOS标题词Social Sciences
类目[WOS]Psychology, Developmental ; Psychology, Experimental
研究领域[WOS]Psychology
关键词[WOS]MORPHOLOGICAL AWARENESS ; INDIVIDUAL-DIFFERENCES ; READING-COMPREHENSION ; CHINESE CHILDREN ; PHONOLOGICAL AWARENESS ; CHARACTER-RECOGNITION ; HONG-KONG ; GROWTH ; ENGLISH ; SKILLS
英文摘要

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 and sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8years. Between the ages of 4 to 10years, 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.

语种英语
WOS记录号WOS:000346986700009
引用统计
被引频次:19[WOS]   [WOS记录]     [WOS相关记录]
文献类型期刊论文
条目标识符http://ir.bjmu.edu.cn/handle/400002259/50742
专题北京大学第一临床医学院
北京大学第一临床医学院_预防保健科
作者单位1.Beijing Normal Univ, State Key Lab Cognit Neurosci & Learning, Beijing 100875, Peoples R China
2.Beijing Normal Univ, Sch Psychol, Beijing 100875, Peoples R China
3.Chengdu Med Coll, Dept Psychol, Chengdu, Peoples R China
4.Chinese Univ Hong Kong, Dept Psychol, Hong Kong, Hong Kong, Peoples R China
5.Univ Michigan, Dept Psychol, Ann Arbor, MI USA
6.Univ Michigan, Ctr Human Growth & Dev, Ann Arbor, MI 48109 USA
7.Peking Univ, Hosp 1, Beijing, Peoples R China
推荐引用方式
GB/T 7714
Song, Shuang,Su, Mengmeng,Kang, Cuiping,et al. Tracing children′s vocabulary development from preschool through the school-age years: an 8-year longitudinal study[J]. DEVELOPMENTAL SCIENCE,2015,18(1):119-131.
APA Song, Shuang.,Su, Mengmeng.,Kang, Cuiping.,Liu, Hongyun.,Zhang, Yuping.,...&Shu, Hua.(2015).Tracing children′s vocabulary development from preschool through the school-age years: an 8-year longitudinal study.DEVELOPMENTAL SCIENCE,18(1),119-131.
MLA Song, Shuang,et al."Tracing children′s vocabulary development from preschool through the school-age years: an 8-year longitudinal study".DEVELOPMENTAL SCIENCE 18.1(2015):119-131.
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