From aardvark to ziggurat: A new tool for assessing children's use of rare vocabulary

References

• Anglin, J. M. (2000). Vocabulary development: A morphological analysis. In Monographs of the Society for Research in Child Development (Vol. 58, 10, Serial No. 238). New York: Wiley, 1993
   Google Scholar
• Beals, D. E. (1997). Sources of support for learning words in conversation: Evidence from mealtimes. Journal of Child Language, 24, 673–694
   PubMed Web of Science ®Google Scholar
• Beals, D. E., & Tabors, P. O. (1995). Arboretum, bureaucratic, and carbohydrates: Preschoolers' exposure to rare vocabulary at home. First Language, 15, 57–76
   Google Scholar
• Brackenbury, T., & Pye, C. (2005). Semantic deficits in children with language impairments: Issues for clinical assessment. Language, Speech, and Hearing Services in Schools, 36, 5–16
   PubMed Web of Science ®Google Scholar
• Brown, G. D. A. (1984). A frequency count of 190,000 words in the London-Lund corpus of English conversation. Behavioral Research Methods, Instruments, & Computers, 16, 502–532
   Google Scholar
• Carroll, J. B., Davies, P., & Richman, B. (1971). The American heritage word frequency book. Boston: Houghton Mifflin
   Google Scholar
• Chall, J. S., & Dale, E. (1995). Readability revisited: The New Dale–Chall readability formula. Cambridge, MA: Brookline Books
   Google Scholar
• Cohen J. (1992). A power primer. Psychological Bulletin, 112, 155–159
   PubMed Web of Science ®Google Scholar
• Davies, M. (2008). The Corpus of Contemporary American English: 450 million words, 1990-present. Retrieved from at http://corpus.byu.edu/coca/
   Google Scholar
• DeThorne, L. S., & Hart, S. A. (2009). Use of the twin design to examine evocative gene-environment effects within a conversational context. European Journal of Developmental Science, 3, 175–194
   PubMedGoogle Scholar
• DeThorne, L. S., Petrill, S. A., Hart, S. A., Channell, R. W., Campbell, R. J., Deater-Deckard, K., Thompson, L. A., & Vandenbergh, D. J. (2008). Genetic effects on children’s conversational language use. Journal of Speech, Language, and Hearing Research, 51, 423–435
   PubMed Web of Science ®Google Scholar
• DeThorne, L. S., Petrill, S. A., Schatschneider, C., & Cutting, L. (2010). Conversational language skills as a predictor of early reading development: Language history as a moderating variable. Journal of Speech, Language, and Hearing Research, 53, 209–223
   PubMed Web of Science ®Google Scholar
• Dunn, L., & Dunn, L. (1981). Peabody picture vocabulary test–revised form. Circle Pines, MN: American Guidance Service
   Google Scholar
• Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., Tomasello, M., Mervis, C. B., & Stiles, J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59, 1–185
   PubMed Web of Science ®Google Scholar
• Fenson, L., Marchman, V. A., Thal, D. J., Dale, P. S., Reznick, J. S., & Bates, E. (2007). MacArthur-Bates communicative development inventories: User's guide and technical manual (2nd ed.). Baltimore, MD: Brookes
   Google Scholar
• Hoff, E., & Naigles, L. (2002). How children use input to acquire a lexicon. Child Development, 73, 418–433
   PubMed Web of Science ®Google Scholar
• Kucera, H., & Francis, W. N. (1967). Frequency analysis of English usage: Lexicon and grammar. Boston: Houghton-Mifflin
   Google Scholar
• Leadholm, B. J., & Miller, J. F. (1992). Language sample analysis: The Wisconsin guide. Madison, WI: Wisconsin Department of Public Instruction
   Google Scholar
• MacWhinney, B., & Spektor, L. (2009). Computerized language analysis (Version 7.28.09) [Computer software]. Pittsburgh, PA: Author
   Google Scholar
• McKee, G., Malvern, D., & Richards, B. (2000). Measuring vocabulary diversity using dedicated software. Literary and Linguistic Computing, 15, 323–338
   Google Scholar
• Mahurin-Smith, J., DeThorne, L. S., Logan, J. A., Channell, R. W., & Petrill, S. A. (2014). Impact of prematurity on language skills at school age. Journal of Speech, Language, and Hearing Research, 57, 901–916
   Google Scholar
• Marinellie, S. A., & Chan, Y. L. (2006). The effect of word frequency on noun and verb definitions: A developmental study. Journal of Speech, Language and Hearing Research, 49, 1001–1021
   PubMed Web of Science ®Google Scholar
• Marinellie, S. A., & Johnson, C. J. (2003). Adjective definitions and the influence of word frequency. Journal of Speech, Language and Hearing Research, 46, 1061–1076
   PubMed Web of Science ®Google Scholar
• Medina, T. M., Snedeker, J., Trueswell, J. C., & Gleitman, L. R. (2011). How words can and cannot be learned by observation. Proceedings of the National Academy of Sciences, 18, 414–420
   Google Scholar
• Miller, J. (2004). Systematic analysis of language transcripts (Research version 8.0) [Computer software]. Madison, WI: University of Wisconsin
   Google Scholar
• Nagy, W. E. (1995). On the role of context in first-and second-language vocabulary learning. Champaign, IL: Center for the Study of Reading
   Google Scholar
• Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 22, 233–253
   Web of Science ®Google Scholar
• Nippold, M. A. (1998). Later language development: The school-age and adolescent years. Austin, TX: Pro-Ed
   Google Scholar
• Nippold, M. A. (2007). Later language development: The school-age and adolescent years (3rd ed.). Austin, TX: Pro-Ed
   Google Scholar
• Nippold, M. A., & Sun, L. (2008). Knowledge of morphologically complex words: A developmental study of older children and young adolescents. Language, Speech, and Hearing Services in Schools, 39, 365–373
   PubMed Web of Science ®Google Scholar
• Petrill, S. A., Deater-Deckard, K., Thompson, L. A., DeThorne, L. S., & Schatschneider, C. (2006). Reading skills in early readers: Genetic and shared environmental influences. Journal of Learning Disabilities, 39, 48–55
   PubMed Web of Science ®Google Scholar
• Restrepo, M. A., Schwanenflugel, P. J., Blake, J., Neuharth-Pritchett, S., Cramer, S. E., & Ruston, H. P. (2006). Performance on the PPVT-III and the EVT: Applicability of the measures with African American and European American preschool children. Language, Speech, and Hearing Services in Schools, 37, 17–27
   PubMed Web of Science ®Google Scholar
• Retherford, K. S. (2000). Guide to analysis of language transcripts (3rd ed.). Eau Claire, WI: Thinking Publications
   Google Scholar
• Rosenthal, J., & Ehri, L. C. (2011). Pronouncing new words aloud during the silent reading of text enhances fifth graders’ memory for vocabulary words and their spellings. Reading and Writing, 24, 921–950
   Web of Science ®Google Scholar
• Semel, E., Wiig, E. H., & Secord, W. A. (2003). Clinical evaluation of language fundamentals (4th ed.). Toronto, Canada: The Psychological Corporation
   Google Scholar
• Snow, C. E., & Beals, D. E. (2006). Mealtime talk that supports literacy development. New Directions for Child and Adolescent Development, 2006, 51–66
   Google Scholar
• Sobel, H. S., Cepeda, N. J., & Kapler, I. V. (2011). Spacing effects in real-world classroom vocabulary learning. Applied Cognitive Psychology, 25, 763–767
   Web of Science ®Google Scholar
• Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown, & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89–106). New York: Lawrence Erlbaum
   Google Scholar
• Thorndike, R. L., Hagen, E. P., & Sattler, J. M. (1986). The Stanford–Binet intelligence scale: Guide for administering and scoring. Chicago, IL: Riverside
   Google Scholar
• Ukrainetz, T. A., & Blomquist, C. (2002). The criterion validity of four vocabulary tests compared with a language sample. Child Language Teaching and Therapy, 18, 59–78
   Google Scholar
• Ukrainetz, T. A., & Duncan, D. S. (2000). From old to new: Examining score increases on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 31, 336–339
   PubMed Web of Science ®Google Scholar
• Weizman, Z. O., & Snow, C. E. (2001). Lexical input as related to children's vocabulary acquisition: Effects of sophisticated exposure and support for meaning. Developmental Psychology, 37, 265–279
   PubMed Web of Science ®Google Scholar