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Vocabulary Development: A Morphological Analysis (Monographs of the Society for Research in Child Development).

Anglin, Jeremy M.

ISBN 10: 0226020916 / ISBN 13: 9780226020914
Gebraucht / Soft cover / Anzahl: 1
Verkäufer Kloof Booksellers & Scientia Verlag (Amsterdam, Niederlande)
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Titel: Vocabulary Development: A Morphological ...

Einband: Soft cover

Beschreibung:

Chicago :. University Of Chicago Press, 1993. Paperback. 200 pp.- Focusing on school-age children's knowledge of morphology and word formation, this monograph presents a detailed analysis of vocabulary development among six- to ten-year-olds. Among the results discussed here is the significant distinction between recognizing words that were previously learned, and figuring them out by means of morphological analysis. The author's argument of the importance of morphological knowledge to children's lexical growth will intrigue child development specialists, linguists, and educators alike.English text. Condition : very good. Condition : very good. ISBN 9780226020914[KEYWORDS: *. Buchnummer des Verkäufers 43199

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Inhaltsangabe: Focusing on school-age children's knowledge of morphology and word formation, this monograph presents a detailed analysis of vocabulary development among six- to ten-year-olds. Among the results discussed here is the significant distinction between recognizing words that were previously learned, and figuring them out by means of morphological analysis. The author's argument of the importance of morphological knowledge to children's lexical growth will intrigue child development specialists, linguists, and educators alike.

Klappentext: This monograph studies research conducted for the purpose of investigating the growth of recognition vocabulary during the early and middle elementary school years in relation to the development of morphological knowledge. The children were tested on a selection of main entry words from a recent unabridged nonhistorical dictionary by means of definition, sentence, and multiple-choice questions. The focus of the present study, however, was on the contribution made by different morphologically defined word types and by knowledge of morphology and word formation to total recognition vocabulary at different age and grade levels. The findings suggest that lexical development can be characterized in terms of increasing morphological complexity. Further, it was found that the proportion of known complex words for which there was evidence that children figured them out by analyzing their morphological structure increased with age and grade.

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