Tracing children's vocabulary development from preschool through the school‐age years: an 8‐year longitudinal study

Developmental Science - Tập 18 Số 1 - Trang 119-131 - 2015
Shuang Song1, Mengmeng Su1, Cuiping Kang1, Hongyun Liu2, Yuping Zhang3,1, Catherine McBride‐Chang4, Twila Tardif5, Hong Li2, Weilan Liang6, Zhixiang Zhang6, Hua Shu1
1State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, China
2School of Psychology, Beijing Normal University, China
3Department of Psychology, Chengdu Medical College, China
4Department of Psychology, The Chinese University of Hong Kong, Hong Kong
5Department of Psychology and Center for Human Growth and Development University of Michigan‐Ann Arbor USA
6Peking University First Hospital, China

Tóm tắt

AbstractIn 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 and 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.

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Developmental Science

Tập 18 Số 1

119-131

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