Hi san0922,
Thank you for your question.
(cached page of parentceter.babycenter.com)
http://72.14.203.104/search?q=cache:OKokX920e9MJ:parentcenter.babycenter.com/expert/bigkid/gdevelopment/71107.html+vocabulary+of+a+kindergartner&hl=en
"Question: Should I worry if my kindergartner seems to have a smaller
vocabulary than other kids her age?
Answer: At this age, it's more important to focus on how your
kindergartner uses words rather than the number of words she says. By
now your child should speak in sentences that are smooth, clear, and
pop out easily with no apparent effort. That said, as a rough guide,
at age 5 your child should have a vocabulary of around 2,000 words."
=========
TEST DESIGNERS' VOCABULARY-CONTROL MANUAL - Ohio Education
http://www.billbuckel.com/oh_sbe2.htm
"On Page 8, Biemiller mentioned that the vocabulary of a typical 4th
grader is about 5,000 root words. By 8th grade, a student's vocabulary
level has grown to over 10,000 root words. If students were not tested
until they reached the 8th grade, it wouldn't matter which of the
10,000 words were taught in the 4th, 5th, 6th, 7th, and 8th grades
because all typical 8th graders would know the full 10,000."
=========
Plainfield High School
http://learningcommunity202.org/PHS/indexreadspecial/vocabulary.html
"A literate high school graduate needs to know about 60,000 plus
words. students need to learn about 4,000 words a year."
Anderson, 1992
=========
Vocabulary Acquisition: Synthesis of the Research
http://idea.uoregon.edu/~ncite/documents/techrep/tech13.html
[Scroll to Summary 3/4 down the page]
"Students learn an amazing number of words during their early school
years, as many as approximately 3,000 per year on the average, or 8
words per day. However, the number of words students learn varies
greatly. As some students are learning eight or more words per day,
other students are learning only one or two.
Even as early as kindergarten, sizable differences are found between
students in the number of words known. This vocabulary gap tends to
increase significantly throughout school. Thus, early differences in
vocabulary knowledge have strong implications for students' long-term
educational success."
=========
Appendix H. . .Vocabulary
http://www.unm.edu/~quadl/college_learning/vocabulary.html
"Most children know several thousand words before they start
going to school. We can call these Level-1 words. They learn several
thousand more words in the elementary grades and we can call these
Level-2 words. About 4000 of these Levels-1-2 words are listed in
the vocabulary. Level-3 words are ones that should have been learned
by the tenth grade. About 900 such words are listed in the vocabulary
and they can be identified because they are printed in lower-case
letters but they have a very brief definition included. More advanced
words at Level-4 are printed in capital letters in the vocabulary.
These are ones college professors assume that you know.
To summarize: Level 1 Preschool
Level 2 Elementary School
Level 3 Middle School
Level 4 High school Graduate"
[edit]
"...we simply don't normally use as many words when we are speaking
as we see when we are reading. In one study, it was found that a
vocabulary of only 200 words would enable a person to understand over
95% of everything that was said in a college student union building!"
=========
Harvard Eduation Letter - From Literacy to Learning
http://www.edletter.org/past/issues/2005-ja/snow.shtml
"Why is it important for younger children to develop their
vocabularies beyond what they would learn in normal everyday
interactions?
There are all kinds of reasons teaching vocabulary is important. For
one, we want kids to know 80,000 words by the time they graduate from
high school. If you?re missing a year, if you?re allowing some kids to
learn words at a rate that?s only 75 percent as fast as other kids,
you accumulate huge differences. Because vocabulary is such a big
domain, the accumulation of deficit is a big problem. That?s not at
all the case for learning letters or learning sounds or learning
spelling rules. So you miss some in first grade? You can get them in
second grade. You can?t do that with vocabulary.
By the time middle-class kids with well-educated parents are in the
third grade, they probably know 12,000 words. But we don?t have a
curriculum in kindergarten for teaching vocabulary, and we don?t have
a curriculum in preschool for teaching vocabulary. It?s just something
we assume kids are going to do on their own. Meanwhile, kids of
undereducated parents who don?t talk to them very much probably have
vocabularies of 4,000 words by the time they?re in third grade?a third
as many words as their middle-class peers."
=========
Measuring the Size of Your Vocabulary
http://www.geocities.com/rnseitz/Vocabulary_Testing.html
Estimating How Many Dictionary Entries You Know
"One of the simplest ways to assess your total vocabulary is to open
an abridged dictionary (such as the Webster's Collegiate or American
Heritage Abridged Dictionaries) and, for a few sample pages, count the
total number of entries, and then subtract the number of dictionary
entries whose definitions you don't know to determine how many
dictionary entries you do know on the sample pages Then divide the
number you know by the total number of dictionary entries on the
sample pages, and multiply this number by 68,000. (68,000 is the
approximate number of dictionary entries in these abridged
dictionaries.). I estimate that the average high school graduate might
know something like 50% of the entries in one of these abridged
dictionaries. (This is a simple measurement that cries out to be
performed.) On the other hand, it's an extremely rare individual who
knows 90% or 95% of all these dictionary entries."
=========
keywords - various combinations of the following:
how many word words vocabulary acquisition kindergartner 8th grader
high school graduate vocabularies
=========
Best regards,
tlspiegel |
Request for Answer Clarification by
san0922-ga
on
06 Nov 2005 08:12 PST
What is the definition of a "root word" versus a regular word and how
does that reflect in the vocabulary numbers?
|
Clarification of Answer by
tlspiegel-ga
on
06 Nov 2005 09:04 PST
Hi sano922,
I noticed in your clarification that you are requesting additional
information that was not included in your original question. I can
only give these new questions brief coverage in this space. I'll
proceed with the research and post what I can find.
Thank you for your patience,
tlspiegel
|
Clarification of Answer by
tlspiegel-ga
on
06 Nov 2005 09:49 PST
Hi san0922,
Going further along from the original question you asked - here is the
additional information you requested.
Tending to Word Roots
http://www.dummies.com/WileyCDA/DummiesArticle/id-1185.html
"A root is the basic element of a word, and it is the foundation on
which the meaning of a word is built. Many roots are real words in
their own right: graph (a diagram) and term (a fixed time or date),
for example. Although these roots can have other elements, they don't
need other elements to be complete. Most roots, however, do need other
elements. For example, the roots archy (government) and dox (opinion
or belief) need to be combined with other word elements, like
prefixes, suffixes, or even other roots:"
(read article)
=========
Preparation for an American University Program - Vocabulary Workshop
http://www.southampton.liunet.edu/academic/pau/course/webesl.htm
"An English word can consist of three parts: the root, a prefix and a
suffix. The root is the part of the word that contains the basic
meaning (definition) of the word. The root is the base element of the
word. A prefix is a word element that is placed in front of a root. A
prefix changes the word's meaning or makes a new word. A suffix is a
word element that is placed after the root. The suffix changes the
word's meaning as well as its function (use). Prefixes and suffixes
are called affixes because they are attached to a root."
=========
Dictionary.com - root word
http://dictionary.reference.com/search?q=root+word
n : (linguistics) the form of a word after all affixes are removed
=========
American Educator Spring 2001 - Teaching Vocabulary
Early, direct, and sequential by Andrew Biemiller
http://www.aft.org/pubs-reports/american_educator/spring2001/vocab.html
"As Lorge and Chall, Beck and McKeown (1990), and others have noted,
we need to focus on root word growth rather than the acquisition of
all inflected and derived forms of words. Jeremy Anglin's (1993)
monograph suggests that children acquire about 1,200 root words a year
during the elementary years with perhaps half that many root words
learned per year prior to grade 1. (He also argues that perhaps twice
that many words need to be learned, particularly including idiomatic
forms.) My own research (Biemiller and Slonim, in press) suggests that
the average number of root word meanings acquired per year may be
somewhat smaller, more like 600 root word meanings a year from infancy
to the end of elementary school."
[edit]
"In our current research, Naomi Slonim and I are finding that large
vocabulary differences are present by the end of grade 2--amounting to
more than 3,000 root words between high and low quartiles in a
normative population (Biemiller and Slonim, in press). After grade 2,
cross-sectional data indicate that the lowest-quartile children may
actually add root word vocabulary faster than the higher-quartile
children. However, by grade 5, they have only reached the median for
grade 2 children. Thus, if we could find ways of supporting more rapid
vocabulary growth in the early years, more children would be able to
comprehend "grade level" texts in the upper elementary grades."
[edit]
"At any given point in vocabulary acquisition, a preliminary
conclusion from this work is that there are about 2,000-3,000 root
words that a child is likely to be learning."
[edit]
"Defining an essential vocabulary for high school graduates. A
corollary of the sequential nature of vocabulary acquisition is the
possibility of defining a common vocabulary needed by most high school
graduates. Several studies have shown that college entrants need
11,000 to 14,000 root words, while college graduates typically have
about 17,000 root words (D'Anna, Zechmeister, and Hall 1991;"
[edit]
"The information reviewed here similarly points to the need for more
planned (but contextualized) introduction of vocabulary. This is
especially true in the pre-reading years (before grades 3 or 4 when
children begin to read books that are likely to introduce new
vocabulary). Specifically, increased teacher-centered vocabulary work
should include the deliberate introduction of a wider range of
vocabulary in the early primary years through oral sources (most
children are limited in what they can read at this age level),
ensuring coverage of about 4,000 root words by the end of grade 2. In
the later elementary years, continued development will include adding
another 500 to 750 root words per year, additional idioms, and
increased fluency in using derived words."
=========
TEST DESIGNERS' VOCABULARY-CONTROL MANUAL - Ohio Education
http://www.billbuckel.com/oh_sbe2.htm
"On Page 8, Biemiller mentioned that the vocabulary of a typical 4th
grader is about 5,000 root words. By 8th grade, a student's vocabulary
level has grown to over 10,000 root words. If students were not tested
until they reached the 8th grade, it wouldn't matter which of the
10,000 words were taught in the 4th, 5th, 6th, 7th, and 8th grades
because all typical 8th graders would know the full 10,000."
=========
Kindergartners - root words: 600
Jeremy Anglin's (1993) monograph suggests that children acquire about
1,200 root words a year during the elementary years with perhaps half
that many root words learned per year prior to grade 1.
http://www.aft.org/pubs-reports/american_educator/spring2001/vocab.html
*****
8th Graders - root words: 10,000
By 8th grade, a student's vocabulary level has grown to over 10,000 root words.
http://www.billbuckel.com/oh_sbe2.htm
*****
High School Graduates - root words: 11,000 - 14,000
Several studies have shown that college entrants need 11,000 to 14,000 root words
http://www.aft.org/pubs-reports/american_educator/spring2001/vocab.html
========
Best regards,
tlspiegel
|
Request for Answer Clarification by
san0922-ga
on
06 Nov 2005 12:15 PST
Thank you for your continued effort on this one. I still need to know
the relationship between a "root word" and a "word" to answer my
original question about the number of "words" in the vocabulary of a
typical kindergarten child, an 8th grader and a high school graduate.
This distinction makes a huge difference in the answer. Can you help
here?
|
Clarification of Answer by
tlspiegel-ga
on
06 Nov 2005 13:09 PST
Hi san0922,
You asked in your second clarification: I still need to know
the relationship between a "root word" and a "word"...
Most words are made up of mini words called roots that come from the
Greek and Latin languages.
http://www.scholastic.com/kids/homework/vocabulary_boosters.htm
The following 3 paragraphs are taken from my first clarification:
A root is the basic element of a word, and it is the foundation on
which the meaning of a word is built.
Many roots are real words in their own right: graph (a diagram) and
term (a fixed time or date), for example. Although these roots can
have other elements, they don't need other elements to be complete.
The root is the part of the word that contains the basic
meaning (definition) of the word. The root is the base element of the
word.
=========
http://www.ruf.rice.edu/~kemmer/Words/rootaffix.html
Properties of roots:
- main part of word
- must be at least one in a word
- in English, limited to two in a word (simple words have one,
compound words have two); where roots are bound, as in Latin or Greek,
more can occur in a word, but the number of roots in a particular word
is generally small;
- can occur independently (free roots)--although bound roots,
particularly classical, occur
- tend to have richer, more specific semantic content
- position is relatively free with respect to other roots (cf.
photograph vs. telephoto)
=========
http://www.scholastic.com/kids/homework/vocabulary_boosters.htm
Get to the Root of It
Most words are made up of mini words called roots that come from the
Greek and Latin languages. These roots appear in the middle of lots of
different words but always mean the same thing. For example, the root
"spec" means "to look at." Now think about all the words that have
"spec" somewhere in it:
A spectator is someone who watches something, like an event. All those
people at your little sister's dance recital are spectators.
When you inspect an object, you're looking very closely at it. And
inspectors examine evidence when they're trying to solve a mystery.
Respecting another person means that you look at him with admiration.
A spectacle is an exhibition that people look at with great interest.
Speculation means looking at something you don't know a lot about and
guessing its meaning.
=========
Best regards,
tlspiegel
|
Clarification of Answer by
tlspiegel-ga
on
06 Nov 2005 14:08 PST
Hi san0922,
My colleague pinkfreud has offered this information from a term paper
written while in college:
And, I quote...
"When it is said that a person has a vocabulary of a certain number of
root words, it means that variant forms of a word will not be counted
toward the total. For example, the word "love" will count as one word.
But "loves," "loved," and "loving" will not add to the total, since
they all come from the same "root." "
I hope this helps!
tlspiegel
|
Request for Answer Clarification by
san0922-ga
on
06 Nov 2005 14:50 PST
Okay, you have certainly done a lot to find the answer. But your
clarification doesn't answer the question -- I need to know the number
of words, not ROOT WORDS, in the typical vocabulary of a kindergarten
child, 8th grader and high school graduate. I thought I could figure
it out myself by asking about the numerical relationship between root
words and words, but your clarification didn't cover that. In other
words (no pun intended), if you have 5,000 root words -- how many
WORDS would that translate into?
|
Clarification of Answer by
tlspiegel-ga
on
06 Nov 2005 15:21 PST
Hi san0922,
If you have 5,000 root words, that translates into 5,000 words. Root
words are words!
I gave you the answer to your original question:
What is the specific size of the vocabulary, i.e. how many words, for each of
the following: a typical kindergarten child, an 8th grader and a high
school graduate? Please link to any citations where information is
gleaned.
And to this clarification.
I need to know the number of words, not ROOT WORDS, in the typical
vocabulary of a kindergarten child, 8th grader and high school
graduate.
The answer is:
(cached page of parentceter.babycenter.com)
http://72.14.203.104/search?q=cache:OKokX920e9MJ:parentcenter.babycenter.com/expert/bigkid/gdevelopment/71107.html+vocabulary+of+a+kindergartner&hl=en
"Question: Should I worry if my kindergartner seems to have a smaller
vocabulary than other kids her age?
Answer: At this age, it's more important to focus on how your
kindergartner uses words rather than the number of words she says. By
now your child should speak in sentences that are smooth, clear, and
pop out easily with no apparent effort. That said, as a rough guide,
at age 5 your child should have a vocabulary of around 2,000 words."
=========
TEST DESIGNERS' VOCABULARY-CONTROL MANUAL - Ohio Education
http://www.billbuckel.com/oh_sbe2.htm
"On Page 8, Biemiller mentioned that the vocabulary of a typical 4th
grader is about 5,000 root words. By 8th grade, a student's vocabulary
level has grown to over 10,000 root words. If students were not tested
until they reached the 8th grade, it wouldn't matter which of the
10,000 words were taught in the 4th, 5th, 6th, 7th, and 8th grades
because all typical 8th graders would know the full 10,000."
=========
Plainfield High School
http://learningcommunity202.org/PHS/indexreadspecial/vocabulary.html
"A literate high school graduate needs to know about 60,000 plus
words. students need to learn about 4,000 words a year."
Anderson, 1992
=========
I answered your original question. I offered "extra" information on
root words, but that was only extra information. Then you asked for
clarification on root words and I gave you that - which was over and
above the original question asked.
The new question is substantially different from the original
question, and I suggest you post the followup questions as new
questions so that more researchers can try to help you with the
answers to questions that are different from your original question.
I answered your original question.
|
