Other Information:
I am a Professor at the University of Oslo. Faculty Profile
I am the founder of Reading Ways, a full-service consultancy that provides the tools and expertise schools need to bring MTSS to scale. Reading Ways brings strong research-based and effective professional learning to every content area classroom. Learn more at www.readingways.org.
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
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
