Reading and Oral Vocabulary Development in Early Adolescence

Matthew Effects, Reading Comprehension, and Vocabulary 1 Running Head: Matthew Effects, Reading Comprehension, and Vocabulary Matthew Effects in Young Readers: Reading Comprehension and Reading Experience Aid Vocabulary Development

Mutualistic Coupling Between Vocabulary and Reasoning Supports Cognitive Development During Late Adolescence and Early Adulthood

One of the most replicable findings in psychology is the positive manifold: the observation that individual differences in cognitive abilities are universally positively correlated. Investigating the developmental origin of the positive manifold is crucial to understanding it. In a large longitudinal cohort of adolescents and young adults ( N = 785; n = 566 across two waves, mean interval betwe...

Oral Corrective Feedback and L2 Vocabulary Development: Prompts and Recasts in the Teens ESL Classroom

This research examines how teens learn L2 vocabulary when affected by different types of oral corrective feedback during a controlled classroom interaction. The study employed post-test design. Pre-Intermediate teens ESL learners (N 30) in an institute were categorized into three groups: prompts, recasts, and control. In the treatment stage, a four step vocabulary activity was provided to promp...

Purpose and Character Development in Early Adolescence.

Character development in adolescence is of growing interest among psychology researchers and educators, yet there is little consensus about how character should be defined and studied among developmental scientists. In particular, there is no fully developed framework for investigating the developmental relationships among different character strengths. This study examines the developmental rel...

Helping Children Learn Vocabulary during Computer Assisted Oral Reading

Vocabulary is fundamental to reading. As elementary students cross over from learning to read into reading to learn, vocabulary knowledge becomes increasingly important. The massive amount of vocabulary a student must learn precludes large amounts of time spent on any single word (Carver 1994, Schwanenflugel et al. 1997), except perhaps for some words that the student will read and write many t...