Keyword - Elementary
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., 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.
Brabham, E.G., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473.
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.
Gardner, D. (2004). Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials. Applied Linguistics, 25(1), 1-37.
Harmon, J.M., Hedrick, W.B., & Fox, E.A. (2000). A content analysis of vocabulary instruction in social studies textbooks for grades 4-8. The Elementary School Journal, 100 , 253-271.
Justice, L., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, 17-32.
Kossack, S. (2007). Comparing the effects of high and low learning pathway instructional approaches on vocabulary mastery of middle school at-risk learners. The International Journal of Learning, 14, 199-206.
Long, L. L., & Shaw, R. J. (2000). Adult age differences in vocabulary acquisition. Educational Gerontology, 26, 651-664.
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.
Pankratz, M., Morrison, A., & Plante, E. (2004). Difference in standard scores of adults on the Peabody Picture Vocabulary Test (Revised and Third Edition). Journal of Speech, Language, and Hearing Research, 47, 714-718.
Parault, S.J. (2006). Sound symbolic word learning in written context. Contemporary Educational Psychology, 31, 228-252.
Penno, J.F., Wilkinson, I.A.G., & Moore, D.W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23-33.
Perfetti, C., Wlotko, E., & Hart, L.A. (2005). Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 1281-1292
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.
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