Description
Book SynopsisThis monograph studies research conducted for the purpose of investigating the relationship between vocabulary recognition and morphological knowledge during the early and middle elementary school years. The findings suggest that lexical development can be characterized in terms of increasing morphological complexity, and as a child ages, the proportion of known complex words that the child figured out by analyzing their morphological structure increased.
Table of ContentsAbstract v
I. Introduction 1
II. Estimating Children’s Vocabulary Knowledge 8
III. Morphological Development 27
IV. Constructing a Basis for Estimating Vocabulary Knowledge 43
V. A Study of Vocabulary Development in Elementary School Children 57
VI. Distinguishing Potentially Knowable Words from Psychologically Basic Vocabulary 80
VII. Vocabulary Development and the Growth of Morphological Knowledge 118
Appendix: The 196 Words on Which Children were Tested, with Comments on their Morphological Classifications 153
References 157
Acknowledgements 166
Commentary
On Anglin’s Analysis of Vocabulary Growth 167
George A. Miller and Pamela C. Wakefield
Reply
Knowing Versus Learning Words 176
Jeremy M. Anglin
Contributors 187
Statement of Editorial Policy 188
