An Examination of the Relations between Oral Vocabulary and Phonological Awareness in Early Childhood

Autor/inn/en	Cassano, Christina M.; Schickedanz, Judith A.
Titel	An Examination of the Relations between Oral Vocabulary and Phonological Awareness in Early Childhood
Quelle	In: Literacy Research: Theory, Method, and Practice, 64 (2015) 1, S.227-248 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336915617608
Schlagwörter	Young Children; Phonological Awareness; Vocabulary; Expressive Language; Receptive Language; Age Differences; Grammar; Correlation; Language Acquisition; Early Childhood Education; Preschool Children; Kindergarten; Intelligence Tests; Verbal Ability; Difficulty Level; Responses; Scores; Oral Language; Statistical Analysis; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühe Kindheit; Wortschatz; Rezeptive Kommunikationsfähigkeit; Age; Difference; Age difference; Altersunterschied; Grammatik; Korrelation; Sprachaneignung; Spracherwerb; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Intelligence test; Intelligenztest; Mündliche Leistung; Schwierigkeitsgrad; Oral interpretation; Mündlicher Sprachgebrauch; Statistische Analyse
Abstract	This article reports a post hoc analysis conducted as part of a larger study in which 61 typically developing, 3-, 4-, and 5-year-olds were assessed in phonological awareness (PA), vocabulary (i.e., receptive, expressive, and definitional), and grammatical skill at baseline and 3, 6, and 9 months later. The larger study's purpose was to shed light on the theory of lexical reorganization claim that increases in receptive vocabulary provide the basis for PA development. Its results showed that expressive vocabulary accounted for additional PA growth in 4- and 5-year-olds but not in 3-year-olds. The post hoc study involved a closer analysis of PA growth in relation to expressive vocabulary. Its results suggest that increases in receptive vocabulary might be necessary as a foundation for initial PA development but that expressive-level vocabulary might be needed to hold words in memory to perform complex manipulations required in higher level PA tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01