Children’s word knowledge
Developmental learning theory
Peggy Goldsmith | N.S.W. Department of Education
In regard to language learning, whether it be in listening, speaking, reading or writing, children appear to be genuinely interested In meaning in their world. When it comes to a knowledge of words to be used in any of the processes mentioned, children are interested in their use, their meaning and in connecting new words with old words or ideas.Numerous studies have investigated the development of children’s word knowledge up to year 4 or approximately age 10 (e.g. Read, 1971; Beers and Henderson, 1977; Zutell, 1979; Gentry, 1981). There are, however, only a few studies involving upper primary and secondary students. This paper looks at literature on children’s word knowledge (including spelling) development up to year 4 and beyond, and includes a table of researched and hypothesized stages in children’s development in orthographic awareness and in word knowledge. An outline of the author’s theory of children’s development in word knowledge is given.
Published online: 01 January 1987
https://doi.org/10.1075/aral.10.1.03gol
https://doi.org/10.1075/aral.10.1.03gol
References
Anderson, R.C. and P. Freebody
Anglin, J.M.
Beers, J.W. and C. Beers
Beers, J.W. and E.H. Henderson
Biggs, J.B. and K.S. Collis
Carroll, J.B., P. Davies and B. Richman
Chomsky, N.
Cramer, P.
Dale E.
Derwing, B.L. and W.J. Baker
Dupuis, M.M. and S.L. Snyder
Fernando, C.
Freyd, P. and J. Baron
Gillet, J.W.
(1979) Pedagogical implications of concept of word research. Paper presented at Annual Meeting of National Reading Conference.
Goldsmith, P.W.
Haggard, M.R.
Hodges, R.E.
Jakimik, J.
et al. (1980) The influence of spelling on speech perceptions. Paper presented at the Annual Meeting of the Psychonomic Society, St. Louis.
Mellon, J.
Mitchell, J.C.
N.S.W. Department of Education
Read, C.
Smith, P.T. and R.G. Baker
Sulzby, E.
Templeton, S.
Templeton, S. and E.M. Spivey