To understand the development of number-word construction, students in grades 1, 3, 5, and 7 named and counted from a set of numbers into the billions in two studies. Findings are discussed both in relation to children's growing knowledge of the number system and to vocabulary development. (Author)

In individual sessions, 51 kindergartners listened to an adult read the same storybook twice, 2 to 4 days apart, and then completed a test of knowledge of unfamiliar words from the study. Findings confirm that story listening contributes modestly to vocabulary growth, although four exposures to words appear necessary. (SLD)

The effects of a book reading technique called interactive book reading on the language and literacy development of 4-year-olds from low-income families were evaluated. Teachers read books to children and reinforced vocabulary in the books by presenting objects that represented the words and providing opportunities to use the words. (BF)

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)