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In language acquisition, children typically learn object words first, and then develop from that vocabulary an understanding of the alternate uses of such words. For example, the word "book" refers objectively to a physical object constructed with bound pages, but in abstraction refers to a particular literary creation —regardless of how many ...
Once children reach school-age, they learn abstract words (e.g. "love", "freedom", "success"). [60] This broadens the vocabulary available for children to learn, which helps to account for the increase in word learning evident at school age. [61] By age 5, children tend to have an expressive vocabulary of 2,100–2,200 words.
Sight words account for a large percentage (up to 75%) of the words used in beginning children's print materials. [6] [7] The advantage for children being able to recognize sight words automatically is that a beginning reader will be able to identify the majority of words in a beginning text before they even attempt to read it; therefore, allowing the child to concentrate on meaning and ...
The way words are often used together. For example, “do the dishes” and “do homework”, but “make the bed” and “make noise”. Colloquialism A word or phrase used in conversation – usually in small regions of the English-speaking world – but not in formal speech or writing: “Like, this dude came onto her real bad.”
This suggests that children must hear the word several hundred times before they are able to use it correctly. This development of bound morphemes is similar in order among children, for example: -ing is acquired before the article the. However, parents tend to use a different order while speaking to their kids, for example, parents use the ...
The majority of words that children first learn are often used correctly. However, estimates indicate that up to one-third of the first fifty words that children learn are occasionally misused. Many studies indicate a curvilinear trend in naming errors and mistakes in initial word usage. In other words, early in language acquisition, children ...
The Dolch word list is a list of frequently used English words (also known as sight words), compiled by Edward William Dolch, a major proponent of the "whole-word" method of beginning reading instruction. The list was first published in a journal article in 1936 [1] and then published in his book Problems in Reading in 1948. [2]
The meaning relation between hyponyms and hypernyms applies to lexical items of the same word class (that is, part of speech), and holds between senses rather than words. For instance, the word screwdriver used in the previous example refers to the screwdriver tool, and not to the screwdriver drink. Hypernymy and hyponymy are converse relations.
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