Maximizing word learning outcomes in school-aged children

Session Type: Paper Symposium

Abstract

A child’s ability to learn new words is foundational for subsequent language growth and academic success (Burchinal et al. 2016; Pace et al., 2019). The likelihood in which a child will succeed in school therefore relies on their ability to learn new words from the surrounding linguistic context (Hill & Wagovich, 2020; Maguire et al., 2018; Nagy & Herman, 1987). Recent evidence suggests that variability in this critical skill of word learning from context is sub served by individual differences in language ability and executive function skills over the course of the school years (Schneider, Abel & Maguire, under review; Hill & Wagovich, 2020; Elleman, Oslund, Griffin & Myers, 2019; Maguire et al., 2018; Hill, Wagovich & Manfra, 2017). The proposed symposium will shed light on individual learner abilities which influence their word learning success and discuss which targeted interventions may maximize language outcomes for school-aged children. The first paper investigates the role a child’s language ability and executive function skills have on their ability to learn new words from context. The next paper suggests stronger reading abilities may serve as a protective factor for word learning outcomes among children from lower socioeconomic status environments. The third paper will then summarize current vocabulary intervention practices and make recommendations for word learning instruction in school-aged children. The proposed symposium will provide research-based evidence for the types of skills which underlie and promote word learning during the school years and recommend approaches for improving vocabulary outcomes in the classroom.

Sub Unit

• Language, Communication

Chair

• Julie M. Schneider, Louisiana State University

Individual Presentations

• Effects of SES and cognitive flexibility on word learning in school-age children - Presenting Author: Margaret Hill, Indiana State University

• Individual learner abilities differentially influence word learning success on the basis of socioeconomic status during the school years - Presenting Author: Julie M. Schneider, Louisiana State University; Non-Presenting Author: Alyson Abel, San Diego State University; Non-Presenting Author: Mandy J Maguire, University of Texas at Dallas

• Vocabulary instruction for middle school students: Five research-based recommendations for practitioners. - Presenting Author: Eric L. Oslund, Middle Tennessee State University; Non-Presenting Author: Amy M. Elleman, Middle Tennessee State University; Non-Presenting Author: Natalie M. Griffin, Middle Tennessee State University; Non-Presenting Author: Katie E. Meyers, Middle Tennessee State University