The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension
<p>Vocabulary is well acknowledged as playing a critical role in language and reading development for young children, particularly for children learning English as an Additional Language (EAL) in school (Scarborough, 2001; Stahl & Nagy, 2005). However, most previous research on vocab...
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| Format: | Thesis |
| Language: | English |
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2014
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| _version_ | 1826297601613365248 |
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| author | Smith, S |
| author2 | Murphy, V |
| author_facet | Murphy, V Smith, S |
| author_sort | Smith, S |
| collection | OXFORD |
| description | <p>Vocabulary is well acknowledged as playing a critical role in language and reading development for young children, particularly for children learning English as an Additional Language (EAL) in school (Scarborough, 2001; Stahl & Nagy, 2005). However, most previous research on vocabulary has focused on measuring individual words and failed to examine knowledge of multi-word phrases, despite corpus evidence that these items are common in the English lexicon (Erman & Warren, 2000). The nature of multi-word vocabulary knowledge and its possible contribution to literacy skills among children remains underexplored, possibly due to a lack of available suitable measures. The current thesis details the development and administration of an original multi-word phrase task containing transparent, semi-transparent and non-transparent verb + object phrases to 108 British monolingual English speakers and learners with EAL in school years 3, 4 and 5. Results showed a strong effect of item transparency, even greater than frequency. Year 4 monolingual English speakers had significantly higher scores than year 3 monolingual learners on non-transparent items, while among learners with EAL year 3 and 4 performances were similar and year 5 learners’ scores were significantly higher. The second phase of the study explored the contribution of multi-word phrase knowledge to reading among 40 year 4 monolingual English speaking children and Bengali speakers with EAL. Multiple regression analysis showed that multi-word task performance accounted for a significant amount of variance in reading scores, when controlling for non-verbal intelligence, receptive and expressive single word vocabulary and language background. These findings are of import for increasing our understanding of vocabulary development among young learners and provide insight into the particular needs of learners with EAL.</p> |
| first_indexed | 2024-03-07T04:34:09Z |
| format | Thesis |
| id | oxford-uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fc |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T04:34:09Z |
| publishDate | 2014 |
| record_format | dspace |
| spelling | oxford-uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fc2022-03-27T07:41:48ZThe nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehensionThesishttp://purl.org/coar/resource_type/c_db06uuid:cf5d0b8b-c51a-41b9-a59a-2e7a176238fcApplied linguisticsEnglishOxford University Research Archive - Valet2014Smith, SMurphy, V<p>Vocabulary is well acknowledged as playing a critical role in language and reading development for young children, particularly for children learning English as an Additional Language (EAL) in school (Scarborough, 2001; Stahl & Nagy, 2005). However, most previous research on vocabulary has focused on measuring individual words and failed to examine knowledge of multi-word phrases, despite corpus evidence that these items are common in the English lexicon (Erman & Warren, 2000). The nature of multi-word vocabulary knowledge and its possible contribution to literacy skills among children remains underexplored, possibly due to a lack of available suitable measures. The current thesis details the development and administration of an original multi-word phrase task containing transparent, semi-transparent and non-transparent verb + object phrases to 108 British monolingual English speakers and learners with EAL in school years 3, 4 and 5. Results showed a strong effect of item transparency, even greater than frequency. Year 4 monolingual English speakers had significantly higher scores than year 3 monolingual learners on non-transparent items, while among learners with EAL year 3 and 4 performances were similar and year 5 learners’ scores were significantly higher. The second phase of the study explored the contribution of multi-word phrase knowledge to reading among 40 year 4 monolingual English speaking children and Bengali speakers with EAL. Multiple regression analysis showed that multi-word task performance accounted for a significant amount of variance in reading scores, when controlling for non-verbal intelligence, receptive and expressive single word vocabulary and language background. These findings are of import for increasing our understanding of vocabulary development among young learners and provide insight into the particular needs of learners with EAL.</p> |
| spellingShingle | Applied linguistics Smith, S The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension |
| title | The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension |
| title_full | The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension |
| title_fullStr | The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension |
| title_full_unstemmed | The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension |
| title_short | The nature of multi-word vocabulary among children with English as a first or additional language and its relationship with reading comprehension |
| title_sort | nature of multi word vocabulary among children with english as a first or additional language and its relationship with reading comprehension |
| topic | Applied linguistics |
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