Children's experiences in preschool and kindergarten influence their future literacy learning. Although emergent literacy has traditionally been supported by play-based experiences, there has been a decline in play opportunities in recent years. Media publications citing the science of reading have called for more focus on systematic, direct…

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021),…

We reintroduce a wide-angle view of reading comprehension, the Reading Systems Framework, which places word knowledge in the center of the picture, taking into account the progress made in comprehension research and theory. Within this framework, word-to-text integration processes can serve as a model for the study of local comprehension…

Recent research has indicated that phonological neighbors speed processing in a variety of isolated word recognition tasks. Nevertheless, as these tasks do not represent how we normally read, it is not clear if phonological neighborhood has an effect on the reading of sentences for meaning. In the research reported here, we evaluated whether…

As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on…

Argues that many studies using dictionary-sampling methods to estimate vocabulary size are misleading (generally too high) principally because the definition of a word is too liberal. Finds that the average number of different words known by a college student is 16,785. (MG)

Study examined causal priorities between comprehension subskills in three types of readers and found that for most readers word meanings do serve as building blocks of paragraph meaning.

This bibliography is the fifth edition of a work which lists published materials and unpublished theses and dissertations in vocabulary studies. Works included span the period from 1874 through December 1972. Sicty-nine categories are classified in three broad subject areas: acquisition and development, instructional materials, and research.…

Compares a range of reading-related abilities in two groups of college freshmen with higher and lower reading comprehension abilities. Indicates that abilities that appear to relate to reading comprehension include recognition of the order of phonemes in spoken syllables, recognition of words that are good semantic and syntactic fits for sentence…

The purposes of this study were to determine the effect of word length on the learning difficulty of words found in reading materials for early primary level children, to determine learning difficulty indices of a set of fifty words, to compare the effectiveness of three methods of vocabulary instruction, and to replicate treatments for thirteen…

This study explores the relationship between children's metalinguistic awareness of aural word boundaries and their reading achievement and was designed to answer the following questions: (1) Does a child's knowledge of spoken word boundaries improve with age? (2) What is the relationship between children's conceptions of spoken words and their…

This paper presents instructional outcomes and student exercises related to the student's acquisition of the reading skills minimally required for comprehension in the SWRL Reading Program. The two outcome areas of the reading comprehension program are the development of word decoding skills and the development of skills necessary for sentence and…

Using a study of 30 Danish freshman college students' vocabularies as a springboard, this paper explores and discusses a number of current assumptions about vocabularies in the mother tongue and in foreign language pedagogics. The paper contends that it is logical to assume that vocabularies in reading are fluid and depend on the text read, on the…

Reports on three experiments that: (1) extend the findings of Scarborough et al. (1977) that exposure to single words facilitates lexical judgments of single words, and (2) suggest that recency of exposure may contribute to word "frequency" effects in reading and in learning from written material. (Author/AM)

Two experiments assessed the effect of vocabulary difficulty on three measures of text comprehension--free recall, summary recall, and sentence recognition. In the first experiment, the effect of differing proportions of rare-word substitutions were examined in 79 sixth grade students. It was found that a high rate of difficult vocabulary (one…