Knowledge and Skills Statement
Research
1. Jiang, H., Logan, J. A., & Jia, R. (2018). Modeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third Grade. Journal of Speech, Language, and Hearing Research, 61(4), 910+. Retrieved from https://link.galegroup.com/apps/doc/A537852508/PROF?u=tea&sid=PROF&xid=e99ff053
Summary: This study investigated the longitudinal development of two important contributors to reading comprehension: grammar, and vocabulary skills. The target population was preschool to third grade. The researchers concluded that children's growth in grammar skills differ from their vocabulary growth. They determined that children's vocabulary skills are more stable than their grammar skills, and considered that grammar-focused interventions may have more impact than vocabulary interventions.
2. Goldstein, H., Ziolkowski, R. A., Bojczyk, K. E., Marty, A., Schneider, N., Harpring, J., & Haring, C. D. (2017). Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction. Journal of Speech, Language, and Hearing Research, 60(11), 3237+. Retrieved from https://link.galegroup.com/apps/doc/A515381613/PROF?u=tea&sid=PROF&xid=9bbfdf6e
Summary: This study investigated whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Researchers found that direct, explicit teaching of academic vocabulary embedded in children's stories showed great promise for students at risk for language or literacy difficulties.