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Peer reviewedBiemiller, Andrew; Slonim, Naomi – Journal of Educational Psychology, 2001
Root word vocabulary was studied in two normative samples (English-speaking, wide socioeconomic range) and in an advantaged sample. Findings suggest that greater efforts should be made to foster vocabulary acquisition in the primary years, and that a rough vocabulary curriculum sequence can be identified for the elementary years. (Author)
Descriptors: Aptitude Treatment Interaction, Elementary Education, Individual Differences, Language Processing
