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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study Song, Shuang; Su, Mengmeng; Kang, Cuiping. - : Wiley Periodicals, Inc., 2015. : Guilford Press, 2015 BASE Show details 2 Tracing children's vocabulary development from preschool through the school-age years: An 8-year longitudinal study Song, Shuang; Su, Mengmeng; Kang, Cuiping; Liu, Hongyun; Zhang, Yuping; McBride-Chang, Catherine; Tardif, Twila; Li, Hong; Liang, Weilan; Zhang, Zhixiang; Shu, Hua. - 2014 Abstract: In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept-slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high-high (with a large initial vocabulary size and a fast growth rate), low-high (with a small initial vocabulary size and a fast growth rate) and low-low (with a small initial vocabulary size and a slow growth rate) groups. Low-high and low-low groups were distinguishable mostly through phonological skills, morphological skills and other reading-related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language-related and reading-related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pubmed/24962559 https://doi.org/10.1111/desc.12190 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4276547 BASE Hide details 3 Phonology and access to Chinese character meaning Kong, Lingyue; Zhang, John X.; Ho, Connie Suk Han... In: Psychological reports. - Los Angeles [u.a.] : SAGE 107 (2010) 3, 899-913 BLLDB Show details

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