Word lists present an essential tool in vocabulary teaching. Compilation of specific word lists for various fields is one of the most prominent branches of research in this field at the moment. New methodological changes in word list formation have been proposed because of the appearance of the New-GSL (Brezina & Gablasova, 2013) and AVL…

Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from…

Evidence strongly suggests that shared book reading at home and in preschool is important for young children's development of the foundational skills required for the eventual mastery of decoding and comprehension. Yet the nuances of how learning from book reading might vary across these contexts and with children's skills are not well understood.…

The relationship between the referential communication accuracy of mothers and their 4-year-old children and the children's achievement in vocabulary and mathematics at age 12 was examined in 47 American and 44 Japanese mother-child pairs. Positive correlations were found in both cultures. (Author/BN)

Scores of 66 elementary students (referred for poor learning progress) on the Peabody Picture Vocabulary Test-Revised (PPVT-R) were below mean performance on all Stanford-Binet Intelligence Scale-Fourth Edition (SB:FE) area scores except memory. The study refutes the assertion that the PPVT-R is an appropriate screening instrument for the SB:FE.…

Younger (6- to 8-year-old) and older (9- to 11-year-old) children took a multiple-choice test that yielded comparable performances at the two age levels. When subjects estimated their overall performance at the end of the entire test, older children were more accurate and less variable than younger children. (Author)

This study examined Quick Incidental Learning (QUIL) of novel vocabulary by 88 primary school-age children with and without specific language impairment (SLI). Among normally developing children, results documented a robust ability to learn words in the early school years. Children with SLI demonstrated significantly less word-learning ability…

This paper discusses some of the results of a study conducted in Papua New Guinea on students' comprehension of 45 non-technical words used in science classes. Four words, "component,""devise,""exert," and "random," are considered in detail. (CW)

Reports on an eight-year longitudinal study of Dutch children on the relationship of the development of reading ability in primary schools with general academic success. Finds that young children with reading problems in primary school keep them throughout their educational career. (CFR)

Longitudinally examines the stability of the association between maternal behavior and preschool children's cognitive abilities. Outcome measures included both school readiness (assessed at ages five and six) and achievement on mathematics and vocabulary subtests of the Iowa Tests of Basic Skills at grade six. (Author/RH)

Reviews a teaching strategy built on the body of research revealing crossword puzzles as effective means of introducing fundamental concepts and vocabulary. Discusses methods for constructing the puzzle. Student responses suggest that the puzzle was useful as a tool for both learning and review. (MJP)

Describes study of 80 preschool children in Canadian nursery schools and day care centers that addressed how children's learning of definitions is affected by two presentation variables: (1) questioning, and (2) the elaborateness of illustrations accompanying definitions. Results are analyzed, congruent versus incongruent recall is discussed, and…