Abstract
Vocabulary is a complex intermediate component between oral and written language, which the influence on associated skills and general language abilities (e.g., decoding processing, comprehension) has been largely studied in children, suggesting its important role in literacy. The main aim of this article is to review some questions on vocabulary assessment and stimulation in children and identify the advantage of new technologies for evaluating and training vocabulary. It seems necessary to give the importance of vocabulary in language and literacy development, and the heterogeneity of vocabulary acquisition, depending on preschool word exposure (e.g., familial environment). After a state-of-the-art of conceptualization of vocabulary's notion, we revisit assumptions on vocabulary assessment and instruction indicating the main existing tools. This review lies in the attempt to enhance perspectives for new valid and effective tools using digital technologies.
Highlights
Vocabulary research has greatly expanded over the last three decades
This article aims to provide a review of questions on the assessment and instruction of vocabulary in children, by revisiting assumptions on vocabulary assessment and instruction
To answer the main research question, after providing a brief definition of the complex concept of vocabulary, we present the main tools for assessing the various dimensions of vocabulary children across different languages
Summary
Vocabulary research has greatly expanded over the last three decades. Vocabulary is a multidimensional intermediate component between oral and written language (i.e. from decoding to comprehension). Numerous studies have demonstrated the impact of vocabulary on associated skills, such as general language abilities (Brinchmann et al, 2015), decoding processing (Tunmer & Chapman, 2012), comprehension (Cain & Oakhill, 2014; Ouellette & Beers, 2010; Quinn et al, 2015). Recent research cites developmental influences to explain the weight of vocabulary variation on these associated skills. The link between vocabulary and associated skills (i.e., language and literacy skills) would be bi-directional. Vocabulary in young French students from grade 2 seemingly predicts decoding and reading performance and performance in decoding would predict
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