Keyword - Reading
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.
Baumann, J.F., Edwards, E.C., Boland, E.M., Olejnik, S., & Kame'enui, E.J. (2003). Vocabulary tricks: Effects of instruction in morphology and context on fifth-grade students' ability to derive and infer word meanings. American Educational Research Journal, 401 (2), 447-494.
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.
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.
Clay, F., Bowers, J.S., Davis, C.J., & Hanley, D.A. (2007). Teaching adults new words: The role of practice and consolidation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 970-976.
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.
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.
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.
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.