Vocabulary's relationship to reading proficiency is frequently cited as a justification for the assessment of L2 written receptive vocabulary knowledge. However, to date, there has been relatively little research regarding which modalities of vocabulary knowledge have the strongest correlations to reading proficiency, and observed differences have…

Testing learners' English proficiency is central to university English classes in Japan. This study developed and implemented a set of parallel online receptive aural and visual vocabulary tests that would predict learners' English proficiency. The tests shared the same target words and choices--the main difference was the presentation of the…

The purposes of this study are (1) to longitudinally measure the receptive vocabulary size (VS) of Japanese EFL senior high school learners; (2) to investigate how the learners develop their VS; and (3) to describe the longitudinal developmental patterns of VS of each learner during their three years of high school. Kasahara's (2005) VS tests, a…

This study aimed to clarify factors related to difficulties in responding to "yes/no" questions (Y/N-Qs) among 52 children with autism spectrum disorder (ASD), 41 boys and 11 girls aged between 3:5-16:0 years. Participants completed the Tanaka-Binet Intelligence Scale V, the Picture Vocabulary Test: Revised (PVT-R), and the Pervasive…

This article examines the effects of synonymy (i.e., learning words with and without high-frequency synonyms that were known to the learners) on word knowledge in a study of 84 Japanese students learning English. It employed 10 tests measuring 5 aspects of word knowledge (orthography, paradigmatic association, syntagmatic association, meaning and…