When Does Warmness Become Warmth? An Investigation of Children's Vocabulary Acquisition Through Their Writing

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dc.contributorCohen, Josephen_US
dc.contributorShilkret, Roberten_US
dc.contributorGifford, Janiceen_US
dc.contributor.advisorBinder, Katherineen_US
dc.contributor.authorMagnus, Brookeen_US
dc.date.accessioned2011-02-16T13:47:13Z
dc.date.available2011-02-16T13:47:13Z
dc.date.gradyear2009en_US
dc.date.issued2011-02-16
dc.date.submitted2009-05-22 16:39:28en_US
dc.description.abstractThis study examined differences between third and fifth graders in the use of morphologically complex words in written and oral storytelling, as well as how morphological awareness predicted the use of morphologically complex words in written storytelling after factors of phonology, spelling, and vocabulary were taken into account. Forty-one third graders and 28 fifth graders were administered a series of tests that assessed literacy abilities. Additionally, participants composed oral and written narratives based on a picture prompt. The stories were analyzed for the use of morphologically complex words. Results revealed that fifth graders used more morphologically complex words than third graders, and participants used more morphologically complex words in their oral stories than in their written stories. As a set, phonological awareness, spelling, morphological awareness, and vocabulary predicted the use of morphologically complex words, but no predictors were unique. Educational implications are discussed.en_US
dc.description.sponsorshipPsychology & Educationen_US
dc.identifier.urihttp://hdl.handle.net/10166/694
dc.language.isoen_USen_US
dc.rights.restrictedpublic
dc.subjectmorphologyen_US
dc.subjectwritingen_US
dc.subjectdevelopmenten_US
dc.titleWhen Does Warmness Become Warmth? An Investigation of Children's Vocabulary Acquisition Through Their Writingen_US
dc.typeThesisen_US
mhc.degreeUndergraduateen_US
mhc.institutionMount Holyoke Collegeen_US

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