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Keyword - Elementary

Research Summaries

Acha, J. (2009). The effectiveness of multimedia programmes in children's vocabulary learning British Journal of Educational Technology, 40 (1), 23-31.

Baumann, J.F., Ware, D., & Edwards, E.C. (2007). "Bumping into spicy, tasty words that catch your tongue": A formative experiment on vocabulary instruction. The Reading Teacher, 61, 108-122.

Baumann, J.F., Edwards, E.C., Boland, E.M., Olejnik, S., & Kame'enui, E.J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings. American Educational Research Journal, 401 (2), 447-494.

Baumann, J.F., Edwards, E.C., Tereshinki, C.A., Kame'enui, E.J., & Olejnik, S. (2002). Teaching morphemic and contextual analysis to fifth-grade students. Reading Research Quarterly, 37, 150-176.

Beck, I., & McKeown, M. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251-271.

Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498-520.

Cain, K. (2007). Deriving word meanings from context: Does explanation facilitate contextual analysis? Journal of Research in Reading, 30 (4), 347-359.

Cain, K., Lemmon, K., & Oakhill, J. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96, 671-681.

Clendon, S.A., & Erickson, K.A., (2008). The vocabulary of beginning writers: Implications for children with complex communication needs. Augmentative and Alternative Communication, 24, 281-293.

Clendon, S, Gillon, G., & Yoder, D. (2005). Initial insights into phoneme awareness intervention for children with complex communication needs. International Journal of Disability, Development and Education, 52(1), 7-31.

Coyne, M., Simmons, D., Kame'enui, E., & Stoolmiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12(3), 145-162.

Espin, C.A., Busch, T.W., & Shin, J. (2001). Curriculum-based measurement in the content areas: Validity of vocabulary-matching as an indicator of performance in social studies. Learning Disabilities Research & Practice, 16(3), 142-151.

Nelson, J.R., & Stage, S.A. (2007). Fostering the development of vocabulary knowledge and reading comprehension though contextually-based multiple meaning vocabulary instruction. Education & Treatment of Children, 30(1), 1-22.

Rosenthal, J., & Ehri, L. (2008). The mnemonic value of orthography for vocabulary learning. Journal of Educational Psychology, 100(1), 175-191.

Ruddell, M.R., & Shearer, B.A. (2002). “Extraordinary,” “tremendous,” “exhilarating,” “magnificent”: Middle school at-risk students become avid word learners with the vocabulary self-collection Strategy (VSS). Journal of Adolescent & Adult Literacy, 45, 352-363.

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.