暑期活动和词汇发展:跨越童年中期和青春期的关系

Lawrence, J. F., Hinga, B., Mahoney, J. L., & Vandell, D. L. (2015). Summer activities and vocabulary development: Relationships across middle childhood and adolescence. International Journal for Research on Extended Education, 3(1), 71-93. http://dx.doi.org/10.3224/ijree.v3i1.19582

http://dx.doi.org/10.3224/ijree.v3i1.19582

摘要： 本文利用NICHD SECCYD数据集(N = 1009)研究了儿童在四年级至六年级的暑期活动与他们成长到五年级及十五岁后词汇知识之间的关系。我们使用OLS回归和倾向得分分析来了解如何通过儿童的暑期阅读情况、图书馆访问情况、参加强化班情况和无人监督的时间内的行为来预测他们的词汇知识。倾向得分匹配和OLS分析表明，花在阅读上的时间可以预测未来两年的词汇量，在童年中期的三个或更多的暑期里，孩子们花在阅读上的时间越多，他们在15岁时掌握的词汇量就越多。OLS分析表明，图书馆访问情况与词汇知识之间存在一定的关系。而尽管我们的OLS分析显示，持续三年参加暑期强化班预计会增加词汇量，但强化班与词汇知识之间没有短期关系。在无人监督的时间里，无论是在短期还是长期都预示着词汇量的下降。

相关链接: https://doi.org/10.1002/tesq.346

相关文献: Hwang, J. K., Lawrence, J. F., Collins, P., & Snow, C. (2017). Vocabulary and reading performances of redesignated fluent English proficient students. TESOL Quarterly, 51(4), 757–786. https://doi.org/10.1002/tesq.346

INVITED PRESENTATIONS

Lawrence, J.F. (2015, September). Technology in English. U.S. Department of State, Bureau of Educational and Cultural Affairs. The White House, Washington D.C.

Warschauer, M., & Lawrence, J. F. (2014, April). The Learning Analytics of Cloud Based Writing. Google Campus, New York, New York

Lawrence, J.F. (2012, September). Does talk exposure in preschool predict second-language vocabulary at age 10? A longitudinal study of Turkish immigrant children growing up in Norway. 学前教育中的语言接触是否会预测儿童10岁时的第二语言词汇？(Presented in Mandarin). East China Normal University, Shanghai, China.

Software Development

Lawrence, J., & Krueger, N. (2016). Bifrost: Bridging linguistic, cognitive and computer science resources (Version Reduced: Polysemy and Depth only). Retrieved from https://github.com/Malthanatos/Bifrost/tree/Reduced--Polysemy-and-Depth-only

EDITED VOLUME

Ippolito, J., Lawrence, J. F., & Zaller, C. (2013). Adolescent Literacy in the Era of the Common Core. Cambridge, MA: Harvard Education Press.

Other publications

Ippolito, J., Dobbs, C., Charner-Laird, M., & Lawrence, J. F. (2016). Delicate layers of learning: Achieving disciplinary literacy requires continuous, collaborative adjustments. Learning Forward.

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 23–26.

Lawrence, J. F. (2005). Perennial Themes in Education. Journal of Education, 186(1), 87–95.