{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T05:23:21Z","timestamp":1790745801435,"version":"4.1.0"},"reference-count":49,"publisher":"Springer Science and Business Media LLC","issue":"3-4","license":[{"start":{"date-parts":[[2013,3,1]],"date-time":"2013-03-01T00:00:00Z","timestamp":1362096000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/www.springer.com\/tdm"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2013,10]]},"DOI":"10.1007\/s11881-013-0080-1","type":"journal-article","created":{"date-parts":[[2013,3,1]],"date-time":"2013-03-01T12:05:38Z","timestamp":1362139538000},"page":"201-216","source":"Crossref","is-referenced-by-count":30,"title":["The effect of vocabulary knowledge on novel word identification"],"prefix":"10.1007","volume":"63","author":[{"given":"Alison M.","family":"Mitchell","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susan A.","family":"Brady","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2013,3,1]]},"reference":[{"key":"80_CR1","first-page":"97","volume-title":"Handbook for research in early literacy","author":"A Biemiller","year":"2001","unstructured":"Biemiller, A. (2001). Vocabulary development and instruction: A prerequisite for school learning. In S. Neumann & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97\u2013110). New York: Guilford."},{"key":"80_CR2","first-page":"223","volume-title":"Teaching and learning vocabulary: Bringing research to practice","author":"A Biemiller","year":"2005","unstructured":"Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223\u2013242). Mahwah: Lawrence Erlbaum Associates Publishers."},{"issue":"3","key":"80_CR3","doi-asserted-by":"crossref","first-page":"498","DOI":"10.1037\/0022-0663.93.3.498","volume":"93","author":"A Biemiller","year":"2001","unstructured":"Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93(3), 498\u2013520.","journal-title":"Journal of Educational Psychology"},{"key":"80_CR4","first-page":"177","volume":"53","author":"JA Bowey","year":"2001","unstructured":"Bowey, J. A. (2001). Does poor exception word reading reflect vocabulary deficits? Australian Journal of Psychology, 53, 177.","journal-title":"Australian Journal of Psychology"},{"issue":"3","key":"80_CR5","doi-asserted-by":"crossref","first-page":"203","DOI":"10.1016\/j.jecp.2005.06.005","volume":"92","author":"J Bowey","year":"2005","unstructured":"Bowey, J., & Muller, D. (2005). Phonological recoding and rapid orthographic learning in third graders silent reading: A critical test of the self-teaching hypothesis. Journal of Experimental Child Psychology, 92(3), 203\u2013219.","journal-title":"Journal of Experimental Child Psychology"},{"issue":"4","key":"80_CR6","doi-asserted-by":"crossref","first-page":"422","DOI":"10.1111\/j.1469-7610.2007.01849.x","volume":"49","author":"C Bowyer-Crane","year":"2008","unstructured":"Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., et al. (2008). Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, 49(4), 422\u2013432.","journal-title":"Journal of Child Psychology and Psychiatry"},{"issue":"3","key":"80_CR7","doi-asserted-by":"crossref","first-page":"226","DOI":"10.1177\/00222194070400030401","volume":"40","author":"D Braze","year":"2007","unstructured":"Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary: Reading skill differences in young adults. Journal of Learning Disabilities, 40(3), 226\u2013243.","journal-title":"Journal of Learning Disabilities"},{"key":"80_CR8","doi-asserted-by":"crossref","DOI":"10.4159\/9780674029354","volume-title":"The reading crisis: Why poor children fall behind","author":"JS Chall","year":"1990","unstructured":"Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge: Harvard University Press."},{"issue":"3","key":"80_CR9","doi-asserted-by":"crossref","first-page":"136","DOI":"10.1080\/00049539608259520","volume":"48","author":"M Coltheart","year":"1996","unstructured":"Coltheart, M., & Leahy, J. (1996). Assessment of lexical and nonlexical reading abilities in children: Some normative data. Australian Journal of Psychology, 48(3), 136\u2013140.","journal-title":"Australian Journal of Psychology"},{"issue":"6","key":"80_CR10","doi-asserted-by":"crossref","first-page":"934","DOI":"10.1037\/0012-1649.33.6.934","volume":"33","author":"AE Cunningham","year":"1997","unstructured":"Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10\u00a0years later. Developmental Psychology, 33(6), 934\u2013945.","journal-title":"Developmental Psychology"},{"issue":"3","key":"80_CR11","doi-asserted-by":"crossref","first-page":"319","DOI":"10.1111\/j.1467-9817.2008.00376.x","volume":"31","author":"FJ Duff","year":"2008","unstructured":"Duff, F. J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S., et al. (2008). Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading, 31(3), 319\u2013336.","journal-title":"Journal of Research in Reading"},{"key":"80_CR12","volume-title":"Peabody picture vocabulary test","author":"LM Dunn","year":"2007","unstructured":"Dunn, L. M., & Dunn, L. M. (2007). Peabody picture vocabulary test (4th ed.). Circle Pines: American Guidance Service.","edition":"4"},{"key":"80_CR13","doi-asserted-by":"crossref","DOI":"10.4324\/9781410612687","volume-title":"The essence of multivariate thinking: Basic themes and methods","author":"L Harlow","year":"2005","unstructured":"Harlow, L. (2005). The essence of multivariate thinking: Basic themes and methods. Mahwah: Laurence Erlbaum Associates."},{"key":"80_CR14","doi-asserted-by":"crossref","first-page":"662","DOI":"10.1037\/0033-295X.111.3.662","volume":"111","author":"M Harm","year":"2004","unstructured":"Harm, M., & Seidenberg, M. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111, 662\u2013720.","journal-title":"Psychological Review"},{"issue":"4","key":"80_CR15","doi-asserted-by":"crossref","first-page":"426","DOI":"10.1080\/10824660802427710","volume":"13","author":"L Hemphill","year":"2008","unstructured":"Hemphill, L., & Tivnan, T. (2008). The importance of early vocabulary for literacy achievement in high-poverty schools. Journal of Education for Students Placed at Risk, 13(4), 426\u2013451.","journal-title":"Journal of Education for Students Placed at Risk"},{"issue":"1","key":"80_CR16","doi-asserted-by":"crossref","first-page":"4","DOI":"10.1080\/10573560802491208","volume":"25","author":"RF Hudson","year":"2009","unstructured":"Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2009). The complex nature of reading fluency: A multidimensional view. Reading & Writing Quarterly: Overcoming Learning Difficulties, 25(1), 4\u201332.","journal-title":"Reading & Writing Quarterly: Overcoming Learning Difficulties"},{"key":"80_CR17","unstructured":"Information Works. (2008). Using information. Retrieved March 9, 2009 from http:\/\/www.infoworks.ride.uri.edu\/2008 ."},{"key":"80_CR18","unstructured":"Kamil, M. L. (2004). Vocabulary and comprehension instruction: Summary and implications of the national reading panel findings. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 213\u2013234). Baltimore: Paul H Brookes Publishing. Retrieved March 20, 2009 from www.csa.com ."},{"key":"80_CR19","first-page":"191","volume-title":"Single word reading","author":"JM Keenan","year":"2007","unstructured":"Keenan, J. M., & Betjemann, R. S. (2007). Comprehension of single words: The role of semantics in reading and reading disability. In E. Gregorenko & A. Naples (Eds.), Single word reading (pp. 191\u2013210). London: Taylor and Francis."},{"issue":"2","key":"80_CR20","doi-asserted-by":"crossref","first-page":"103","DOI":"10.1037\/0708-5591.49.2.103","volume":"49","author":"JR Kirby","year":"2008","unstructured":"Kirby, J. R., Desrochers, A., Roth, L., & Lai, S. S. V. (2008). Longitudinal predictors of word reading development. Canadian Psychology\/Psychologie Canadienne. Special Issue: Literacy Development in Canada, 49(2), 103\u2013110.","journal-title":"Canadian Psychology\/Psychologie Canadienne. Special Issue: Literacy Development in Canada"},{"key":"80_CR21","volume-title":"Reading research anthology: The why? of reading instruction","author":"S Krensky","year":"2001","unstructured":"Krensky, S. (2001). The history of the English language. In L. Gutlohn, L. Diamond, & B. J. Thorsnes (Eds.), Reading research anthology: The why? of reading instruction (2nd ed.). Washington: Arena Press.","edition":"2"},{"issue":"4","key":"80_CR22","doi-asserted-by":"crossref","first-page":"952","DOI":"10.1016\/j.jml.2008.01.001","volume":"58","author":"B L\u00e9t\u00e9","year":"2008","unstructured":"L\u00e9t\u00e9, B., Peereman, R., & Fayol, M. (2008). Consistency and word-frequency effects on spelling among first- to fifth-grade French children: A regression-based study. Journal of Memory and Language, 58(4), 952\u2013977.","journal-title":"Journal of Memory and Language"},{"issue":"3","key":"80_CR23","doi-asserted-by":"crossref","first-page":"231","DOI":"10.1016\/S0010-0277(00)00150-5","volume":"80","author":"M McKague","year":"2001","unstructured":"McKague, M., Pratt, C., & Johnston, M. B. (2001). The effect of oral vocabulary on reading visually novel words: A comparison of the dual-route-cascaded and triangle frameworks. Cognition, 80(3), 231\u2013262.","journal-title":"Cognition"},{"key":"80_CR24","volume-title":"Speech to print: Language essentials for teachers","author":"L Moats","year":"2010","unstructured":"Moats, L. (2010). Speech to print: Language essentials for teachers (2nd ed.). Baltimore: Paul H. Brookes.","edition":"2"},{"key":"80_CR25","doi-asserted-by":"crossref","first-page":"304","DOI":"10.2307\/747823","volume":"19","author":"WE Nagy","year":"1984","unstructured":"Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304\u2013330.","journal-title":"Reading Research Quarterly"},{"issue":"1","key":"80_CR26","doi-asserted-by":"crossref","first-page":"85","DOI":"10.1006\/jmla.1998.2564","volume":"39","author":"K Nation","year":"1998","unstructured":"Nation, K., & Snowling, M. J. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39(1), 85\u2013101.","journal-title":"Journal of Memory and Language"},{"issue":"4","key":"80_CR27","doi-asserted-by":"crossref","first-page":"342","DOI":"10.1111\/j.1467-9817.2004.00238.x","volume":"27","author":"K Nation","year":"2004","unstructured":"Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27(4), 342\u2013356.","journal-title":"Journal of Research in Reading"},{"key":"80_CR28","unstructured":"National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769)."},{"key":"80_CR29","doi-asserted-by":"crossref","first-page":"554","DOI":"10.1037\/0022-0663.98.3.554","volume":"39","author":"GP Ouellette","year":"2006","unstructured":"Ouellette, G. P. (2006). What\u2019s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 39, 554\u2013566.","journal-title":"Journal of Educational Psychology"},{"issue":"2","key":"80_CR30","doi-asserted-by":"crossref","first-page":"189","DOI":"10.1007\/s11145-008-9159-1","volume":"23","author":"GP Ouellette","year":"2010","unstructured":"Ouellette, G. P., & Beers, A. (2010). A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story? Reading and Writing, 23(2), 189\u2013208.","journal-title":"Reading and Writing"},{"key":"80_CR31","volume-title":"Reading ability","author":"CA Perfetti","year":"1985","unstructured":"Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press."},{"key":"80_CR32","doi-asserted-by":"crossref","first-page":"189","DOI":"10.1075\/swll.11.14per","volume-title":"Precursors of functional literacy","author":"CA Perfetti","year":"2002","unstructured":"Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven (Ed.), Precursors of functional literacy (pp. 189\u2013213). Philadelphia: Benjamins."},{"issue":"1","key":"80_CR33","doi-asserted-by":"crossref","first-page":"56","DOI":"10.1037\/0033-295X.103.1.56","volume":"103","author":"DC Plaut","year":"1996","unstructured":"Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and impaired word reading: computational principles in quasi-regular domains. Psychological Review, 103(1), 56\u2013115.","journal-title":"Psychological Review"},{"issue":"3","key":"80_CR34","doi-asserted-by":"crossref","first-page":"235","DOI":"10.1080\/10888430701344306","volume":"11","author":"J Ricketts","year":"2007","unstructured":"Ricketts, J., Nation, K., & Bishop, D. V. M. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235\u2013257.","journal-title":"Scientific Studies of Reading"},{"key":"80_CR35","first-page":"97","volume-title":"Handbook for research in early literacy","author":"HS Scarborough","year":"2001","unstructured":"Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neumann & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97\u2013110). New York: Guilford."},{"issue":"4","key":"80_CR36","doi-asserted-by":"crossref","first-page":"523","DOI":"10.1037\/0033-295X.96.4.523","volume":"96","author":"MS Seidenberg","year":"1989","unstructured":"Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523\u2013568.","journal-title":"Psychological Review"},{"issue":"2","key":"80_CR37","doi-asserted-by":"crossref","first-page":"445","DOI":"10.1111\/1467-8624.00417","volume":"73","author":"M Senechal","year":"2002","unstructured":"Senechal, M., & LeFevre, J. (2002). Parental involvement in the development of children\u2019s reading skill: A five-year longitudinal study. Child Development, 73(2), 445\u2013460.","journal-title":"Child Development"},{"key":"80_CR38","first-page":"95","volume":"72","author":"DL Share","year":"1999","unstructured":"Share, D. L. (1999). Phonological recoding and orthographic learning: a direct test of the self-teaching hypothesis. Journal of Experimental Psychology, 72, 95\u2013129.","journal-title":"Journal of Experimental Psychology"},{"key":"80_CR39","doi-asserted-by":"crossref","first-page":"267","DOI":"10.1016\/j.jecp.2004.01.001","volume":"87","author":"DL Share","year":"2004","unstructured":"Share, D. L. (2004). Orthographic learning at a glance. On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87, 267\u2013298.","journal-title":"Journal of Experimental Child Psychology"},{"key":"80_CR40","first-page":"45","volume-title":"Explaining individual differences in reading: Theory and evidence","author":"DL Share","year":"2011","unstructured":"Share, D. L. (2011). On the role of phonology in reading acquisition. In S. A. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence (pp. 45\u201368). New York: Psychology Press."},{"key":"80_CR41","unstructured":"Sipala, C. (2009). Studying the development of word recognition using a pseudoword task. Dissertation Abstracts International: Section B. Sciences and Engineering, 5858. Retrieved June 05, 2011 from http:\/\/search.proquest.com\/docview\/622297631?accountid=28991 ."},{"issue":"3","key":"80_CR42","first-page":"11","volume":"5","author":"K Stanovich","year":"1984","unstructured":"Stanovich, K. (1984). The interactive-compensatory model of reading: a confluence of developmental, experimental, and educational psychology. RASE: Remedial and Special Education, 5(3), 11\u201319.","journal-title":"RASE: Remedial and Special Education"},{"key":"80_CR43","unstructured":"Sumutka, B., Brady, S., & Scarborough, H. (2005). The role of vocabulary knowledge in decoding new words. Presented at the 12th Annual Society for the Scientific Study of Reading Conference in Toronto, Canada."},{"issue":"4","key":"80_CR44","doi-asserted-by":"crossref","first-page":"381","DOI":"10.1207\/s1532799xssr1004_3","volume":"10","author":"KR Tannenbaum","year":"2006","unstructured":"Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). The relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381\u2013398.","journal-title":"Scientific Studies of Reading"},{"issue":"1","key":"80_CR45","doi-asserted-by":"crossref","first-page":"8","DOI":"10.1080\/10888438.2011.536125","volume":"15","author":"L Verhoeven","year":"2011","unstructured":"Verhoeven, L., van Leeuwe, J., & Vermeer, A. (2011). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading, 15(1), 8\u201325.","journal-title":"Scientific Studies of Reading"},{"issue":"2","key":"80_CR46","doi-asserted-by":"crossref","first-page":"281","DOI":"10.1037\/0022-0663.82.2.281","volume":"82","author":"TG White","year":"1990","unstructured":"White, T. G., Graves, M. F., & Slater, W. H. (1990). Growth of reading vocabulary in diverse elementary schools: Decoding and word meaning. Journal of Educational Psychology, 82(2), 281\u2013290.","journal-title":"Journal of Educational Psychology"},{"issue":"4","key":"80_CR47","doi-asserted-by":"crossref","first-page":"1093","DOI":"10.1044\/1092-4388(2007\/076)","volume":"50","author":"JC Wise","year":"2007","unstructured":"Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading abilities. Journal of Speech, Language, and Hearing Research, 50(4), 1093\u20131109.","journal-title":"Journal of Speech, Language, and Hearing Research"},{"key":"80_CR48","volume-title":"Woodcock reading mastery tests-revised normative update: Examiners manual","author":"RW Woodcock","year":"1998","unstructured":"Woodcock, R. W. (1998). Woodcock reading mastery tests-revised normative update: Examiners manual. Circle Pines: American Guidance Service."},{"key":"80_CR49","volume-title":"The educator\u2019s word frequency guide","author":"SM Zeno","year":"1995","unstructured":"Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator\u2019s word frequency guide. Brewster: Touchstone Applied Science."}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-013-0080-1.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/article\/10.1007\/s11881-013-0080-1\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-013-0080-1","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,2,9]],"date-time":"2022-02-09T19:18:17Z","timestamp":1644434297000},"score":1,"resource":{"primary":{"URL":"http:\/\/link.springer.com\/10.1007\/s11881-013-0080-1"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2013,3,1]]},"references-count":49,"journal-issue":{"issue":"3-4","published-print":{"date-parts":[[2013,10]]}},"alternative-id":["80"],"URL":"https:\/\/doi.org\/10.1007\/s11881-013-0080-1","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2013,3,1]]}}}