Informing Vocabulary Interventions using Principles from the Science of Word Learning

Vocabulary knowledge is essential for children’s reading success (Dickinson & Porche, 2011; Ouellette, 2006). Unfortunately, even before formal schooling begins, glaring differences in language ability exist between children from disadvantaged backgrounds and their more advantaged peers (Hart & Risley, 1995, Golinkoff et al., 2018; Fernald, Marchman, & Weisleder, 2013). Despite efforts to redress differences in vocabulary knowledge, previous interventions have made little progress (Wasik et al., 2016). Researchers have suggested that the translation of knowledge from the science of word learning to literacy research may be one way to increase the effectiveness of vocabulary instruction (Hassinger-Das et al., 2017). The current study is a vocabulary intervention for preschoolers that employs, and expands upon, principles from the psychology of word learning (that deep word knowledge can be built through semantic networking and through category formation) used in previous projects (Neuman et al., 2011; Neuman & Kaefer, 2018). Specifically, this project assesses if participants who are provided with an advanced organizer that aims to provide a foundation upon which to build richly-connected word knowledge show enhanced learning from the intervention. Results from this dissertation demonstrate that, when comparing two groups who received equivalent vocabulary instruction, the addition of an advanced organizer did not lead to enhanced depth of target word knowledge, categorization ability, or induction ability. However, overall, children in the study made significant gains on categorization ability and depth of target word knowledge. This study offers a first step into how vocabulary researchers might incorporate a foundational component to improve upon interventions.

Grantor dc:publisher

Temple University. Libraries

Year dc:date.issued

2020

Author dc:creator

• Scott, Molly

Advisor dc:contributor.advisor

• Hirsh-Pasek, Kathy

Committee members dc:contributor.committeemember

• Weinraub, Marsha
• Newcombe, Nora
• Gunderson, Elizabeth
• Hindman, Annemarie H.
• Golinkoff, Roberta M.

• Developmental psychology
• Early childhood
• Language
• Preschool
• Vocabulary
• Vocabulary interventions

Statement dc:rights

• IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/20.500.12613/319

OAI identifier oai:identifier

oai:scholarshare.temple.edu:20.500.12613/319