Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling.

Cunningham, Anne E.; Stanovich, Keith E.

doi:10.1037/0022-0663.83.2.264

Cited by 386 publications

(328 citation statements)

References 47 publications

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“…As we discussed above the importance of the impact of child's time tends to grow with the age of the child, while the importance of the impact of the family tends to decline with the age of the child. Our results, reported in Table A4 in the Appendix, con…rm this assumption and show that the coe¢ cients of contemporaneous child's time is not statistically signi…cant for younger children (10)(11)(12)(13)(14), but becomes statistically signi…cant for older children (12)(13)(14)(15)(16). Moreover, the coe¢ cient of lagged mother's time is smaller, although not statistically di¤erent, for older children.…”

Section: Sensitivity Analysissupporting

confidence: 68%

“…From the psychological literature, we learn that reading habits have a positive e¤ect on children's achievement, measured by vocabulary, reading comprehension and verbal ‡uency (Anderson et al 1988;Taylor et al 1990;Stanovich, 1991 and1993). For instance, Searls et al (1985) evaluate the e¤ects on reading abilities of di¤erent activities conducted at home by adolescents: watching television, reading and doing homework.…”

Section: Introductionmentioning

confidence: 99%

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Self-Investments of Adolescents and their Cognitive Development

Monfardini¹

2014

PsycEXTRA Dataset

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While a large literature has focused on the impact of parental investments on child cognitive development, very little is known about the role of child's own investments. Information on how children invest their time separately from parents is probably little informative for babies and toddlers, but it becomes more and more important in later stages of life, such as adolescence, when children start to take decisions independently. By using the Child Development Supplement of the PSID (Panel Study of Income Dynamics), we model the production of cognitive ability of adolescents and extend the set of inputs to include the child's own time investments. Looking at investments during adolescence, we …nd that child's investments matter more than mother's investments. On the contrary, looking at investments during childhood, it is the mother's investments that are more important. Our results are obtained accounting for potential unobserved child's and family's endowments and are robust across several speci…cations and samples, e.g. considering and not considering father's investments and non-intact families.JEL Classi…cation: J13, D1

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Section: Sensitivity Analysissupporting

confidence: 68%

Section: Introductionmentioning

confidence: 99%

Self-Investments of Adolescents and their Cognitive Development

Monfardini¹

2014

PsycEXTRA Dataset

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“…Identifying children at risk for DD at an early age is crucial and offers the chance to eliminate significant personal and social costs. Identifying a learning disability around mid-elementary school is oftentimes too late, as the delayed development may have already affected a child's vocabulary skills (75) and motivation to read (76). Early identification of reading disability offers a chance to implement early remediation programs, which may lead to a normalization of dysfunctional brain patterns, ideally before compensatory mechanisms are needed.…”

Section: Discussionmentioning

confidence: 99%

Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset

Raschle

Zuk²,

Gaab³

2012

Proc. Natl. Acad. Sci. U.S.A.

208

190

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Individuals with developmental dyslexia (DD) show a disruption in posterior left-hemispheric neural networks during phonological processing. Additionally, compensatory mechanisms in children and adults with DD have been located within frontal brain areas. However, it remains unclear when and how differences in posterior left-hemispheric networks manifest and whether compensatory mechanisms have already started to develop in the prereading brain. Here we investigate functional networks during phonological processing in 36 prereading children with a familial risk for DD (n = 18, average age = 66.50 mo) compared with age and IQ-matched controls (n = 18; average age = 65.61 mo). Functional neuroimaging results reveal reduced activation in prereading children with a family-history of DD (FHD + ), compared with those without (FHD − ), in bilateral occipitotemporal and left temporoparietal brain regions. This finding corresponds to previously identified hypoactivations in left hemispheric posterior brain regions for school-aged children and adults with a diagnosis of DD. Furthermore, left occipitotemporal and temporoparietal brain activity correlates positively with prereading skills in both groups. Our results suggest that differences in neural correlates of phonological processing in individuals with DD are not a result of reading failure, but are present before literacy acquisition starts. Additionally, no hyperactivation in frontal brain regions was observed, suggesting that compensatory mechanisms for reading failureare not yet present. Future longitudinal studies are needed to determine whether the identified differences may serve as neural premarkers for the early identification of children at risk for DD.is a specific learning disability that affects about 5-17% of all children (1, 2). DD is characterized by difficulties with accurate and fluent word recognition and poor spelling and decoding performance. DD cannot be accounted for by poor vision, hearing, or a lack of motivation. Molecular-genetic, twin, and family studies have shown a marked familial risk for DD, with an increasing prevalence in families with one or more members with a diagnosis of DD or reading difficulties (e.g., refs. 3 and 4). In addition, several DD susceptibility genes crucial for early brain development have been reported (5-8). DD can have severe social and psychological consequences (9-11) and may impact a child's life beyond their academic pursuits. Studies have shown that children with learning disabilities are less likely to complete high school (12) and are more likely to enter the juvenile justice system (13).Most researchers, clinicians, and reading specialists agree that DD typically results from a weakness in the ability to manipulate oral speech sounds of language (2,14). Individuals with DD are often unable to access the underlying sound structures of words, creating a difficulty in mapping sounds to written language (15-18). Phonological processing skills have been found to be a key predictor of later reading ability in pr...

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“…Since ESL learners usually learn new words by encountering them in text, the volume of their reading is strongly related to their vocabulary knowledge (Cunningham & Stanovich, 1991). Increasing the opportunities for such encounters means improving their vocabulary, which, in turn, enhances their ability to read more and more complex text.…”

Section: I) Encouraging Wide Readingmentioning

confidence: 99%

Vocabulary Knowledge of Adult ESL Learners

Mokhtar¹,

Rawian²,

Yahaya³

et al. 2010

ELT

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This study assessed Malaysian tertiary students' levels of passive and controlled active vocabulary knowledge. Two tests from the Vocabulary Levels Test were used to collect the data namely the Passive Vocabulary Test and Controlled Active Vocabulary Test. When using the test, the researchers were not particularly interested in the students' total score on the tests, but were interested more in whether the students knew enough of the high-frequency words. 360 first-and second-year university students from five diploma programs were involved in the study. The findings revealed that majority of them did not have enough vocabulary knowledge and vocabulary size to use English as their second language though formal exposure to the language had been given to them for more than 12 years. This paper, besides discussing the students' levels of passive and controlled active vocabulary knowledge and their vocabulary size, highlights the vocabulary levels and vocabulary size they should attain. The probable impact vocabulary knowledge has on the acquisition of other English language skills is another area discussed. Some recommendations for teaching approaches are also put forward.

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Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling.

Cited by 386 publications

References 47 publications

Self-Investments of Adolescents and their Cognitive Development

Self-Investments of Adolescents and their Cognitive Development

Functional characteristics of developmental dyslexia in left-hemispheric posterior brain regions predate reading onset

Vocabulary Knowledge of Adult ESL Learners

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