Abstract

Purpose: This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. Method: The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results: Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Conclusions: Children’s growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.

Original languageEnglish (US)
Pages (from-to)910-923
Number of pages14
JournalJournal of Speech, Language, and Hearing Research
Volume61
Issue number4
DOIs
StatePublished - Apr 1 2018

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Vocabulary
grammar
vocabulary
school grade
Growth
Language
language
Demography
Language Tests
Grammar
Modeling
Trajectory
Social Class
Longitudinal Studies
Reading
social status
comprehension
gender

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Cite this

Modeling the nature of grammar and vocabulary trajectories from prekindergarten to third grade. / Language Reading Research Consortium (LARRC).

In: Journal of Speech, Language, and Hearing Research, Vol. 61, No. 4, 01.04.2018, p. 910-923.

Research output: Contribution to journalArticle

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abstract = "Purpose: This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. Method: The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results: Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Conclusions: Children’s growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.",
author = "{Language Reading Research Consortium (LARRC)} and Hui Jiang and Logan, {Jessica A.} and Rongfang Jia and Justice, {Laura M.} and Richard Lomax and Ann O'connell and Jill Pentimonti and Petrill, {Stephen A.} and Piasta, {Shayne B.} and Shelley Gray and Maria Restrepo and Kate Cain and Hugh Catts and Mindy Bridges and Diane Nielsen and Tiffany Hogan and Jim Bovaird and Nelson, {J. Ron}",
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AU - Logan, Jessica A.

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AU - Justice, Laura M.

AU - Lomax, Richard

AU - O'connell, Ann

AU - Pentimonti, Jill

AU - Petrill, Stephen A.

AU - Piasta, Shayne B.

AU - Gray, Shelley

AU - Restrepo, Maria

AU - Cain, Kate

AU - Catts, Hugh

AU - Bridges, Mindy

AU - Nielsen, Diane

AU - Hogan, Tiffany

AU - Bovaird, Jim

AU - Nelson, J. Ron

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N2 - Purpose: This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. Method: The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results: Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Conclusions: Children’s growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.

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