Article published In:
Australian Review of Applied LinguisticsVol. 10:1 (1987) ► pp.40–55
Children’s word knowledge
Developmental learning theory
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.
References
Anderson, R.C. and P. Freebody
(1981) Vocabulary knowledge. In J.T. Guthrie (ed.) Comprehension and teaching research reviews. Newarke, Delaware, I.R.A: 77–117.
Anglin, J.M.
(1970) The growth of word meaning. Research Monograph No. 63, Cambridge, Mass., the M.I.T. Press.
Beers, J.W. and C. Beers
(1980) Vowel spelling strategies among first and second graders. A growing awareness of written words. Language Arts 57,2:166–177.
Beers, J.W. and E.H. Henderson
(1977) A study of developing orthographic concepts among first graders. Research in the Teaching of English 11,2:133–148.
Biggs, J.B. and K.S. Collis
(1982) Evaluating the quality of learning: the SOLO taxonomy (Structure of the Observed Learning Outcome). New York, Academic Press.
Carroll, J.B., P. Davies and B. Richman
(1971) American heritage word frequency book. Boston, Houghton Mifflin.
Chomsky, N.
(1970) Phonology and reading. In H. Levin and J.P. Williams(eds.) Basic studies on reading. New York, Basic Books Inc.:3–18.
Cramer, P.
(1983) Homonym understanding and conservation. Journal of Experimental Child Psychology 361:179–195. 
Dale E.
(1975) The word game: improving communications. Phi Delta Kappa Educational Foundation, Fastback 60.
Derwing, B.L. and W.J. Baker
(1979) Recent research on the acquisition of English morphology. In P. Fletcher and M. Garman (eds.) Language acquisition: studies in first language development. Cambridge, Cambridge University Press: 209–223.
Dupuis, M.M. and S.L. Snyder
(1983) Develop concepts through vocabulary: a strategy for reading specialists to use with content teachers. Journal of Reading 26,4:297–305.
Fernando, C.
(1982) The nature and function of idiom with special reference to English. Unpublished PhD. thesis, Macquarie University.
Freyd, P. and J. Baron
(1982) Individual differences in acquisition of derivational morphology. Journal of Verbal Learning and Verbal Behaviour 211:282–295.
Gentry, J.R.
(1981) Learning to spell developmentally. The Reading Teacher 34,4:378–381.
Gillet, J.W.
(1979) Pedagogical implications of concept of word research. Paper presented at Annual Meeting of National Reading Conference.
Goldsmith, P.W.
(1986) Development in word knowledge. In Rhonda Jenkins (ed.) Spelling is forever. A.R.A., Victoria: 3–13.
Haggard, M.R.
(1982) The vocabulary self-collection strategy: an active approach to word learning. Journal of Reading 26,3:203–207.
Hodges, R.E.
(1982) Research update on the development of spelling ability. Language Arts 59,3:284–289.
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.
(1981) Language competence, Chap. 2. In C.R. Cooper (ed.) The nature and measurement of competency in English. N.C.T.E., Illinois: 21–64.
Mitchell, J.C.
(1980) Effects of dictionary skill lessons and written composition on spelling achievement in grades 4, 5 and 6. Diss. Abs. International 411: 1392A.
N.S.W. Department of Education
(1979) Curriculum or primary schools. spelling and handwriting. Government Printer.
O’Rourke, J.P.
(1974) Towards a science of vocabulary development. The Hague, Mouton.
Read, C.
(1971) Pre-school children’s knowledge of English phonology. Harvard Education Review 41,1:1–34.
Smith, P.T. and R.G. Baker
(1976) The influence of English spelling patterns on pronunciation. Journal of Verbal Learning and Verbal Behaviour 151:267–285.
Sulzby, E.
(1980) Word concept development activities, Chap. 11. In E. H. Henderson and J.W. Beers (1980) Developmental and cognitive aspects of learning to spell. A reflection of word knowledge: 127–137.
Templeton, S.
(1979) Spelling first, sound later: the relationship between orthography and higher order phonological knowledge in older students. Research in the Teaching of English: 255–264.
Templeton, S. and E.M. Spivey
(1980) The concept of word in young children as a function of cognitive development. Research in the Teaching of English 141:265–278.
Zutell, J.
(1979) Spelling strategies of primary school children and their relationship to Piaget’s concept of decentration. Research in the Teaching of English 13,1:69–80.