Nonword repetition and young children's receptive vocabulary: A longitudinal study

Bowey, Judith A. (2001) Nonword repetition and young children's receptive vocabulary: A longitudinal study. Applied Psycholinguistics, 22 3: 441-469. doi:10.1017/S0142716401003083

Author Bowey, Judith A.
Title Nonword repetition and young children's receptive vocabulary: A longitudinal study
Journal name Applied Psycholinguistics   Check publisher's open access policy
ISSN 0142-7164
Publication date 2001-01-01
Sub-type Article (original research)
DOI 10.1017/S0142716401003083
Volume 22
Issue 3
Start page 441
End page 469
Total pages 29
Editor C. E. Snow
J. L. Locke
Place of publication UK
Publisher Cambridge University Press
Language eng
Subject C1
380200 Linguistics
380102 Learning, Memory, Cognition and Language
Abstract A longitudinal study investigated the claim that phonological memory contributes to vocabulary acquisition in young children. In the first phase, children were given tests of receptive vocabulary, receptive grammar, nonword repetition, phonological sensitivity (or awareness), and performance IQ. In the second phase, children were given the nonword repetition and receptive vocabulary tests. In Session 1, both nonword repetition and phonological sensitivity accounted for variation in receptive vocabulary and grammar after performance IQ effects were controlled. When phonological sensitivity was also controlled, nonword repetition did not account for significant additional variation in receptive vocabulary and grammar, When performance IQ and autoregression effects were controlled, all Session I verbal ability measures predicted Session 2 vocabulary, but only Session 1 vocabulary predicted Session 2 nonword repetition. When phonological sensitivity was also controlled. Session 1 nonword repetition (leniently scored) predicted Session 2 vocabulary. Overall, these findings show qualified support for the claim that the capacity component of nonword repetition contributes directly to vocabulary in young children. They suggest that the association between nonword repetition and vocabulary in young children may, to a substantial extent, reflect a latent phonological processing ability that is also manifest in phonological sensitivity.
Keyword Applied Linguistics
Psychology, Experimental
Spoken-word Recognition
Phonological Working-memory
Developmental Dyslexia
Segmentation Ability
Processing Abilities
Q-Index Code C1

Document type: Journal Article
Sub-type: Article (original research)
Collection: School of Psychology Publications
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 93 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 95 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Wed, 15 Aug 2007, 01:55:28 EST