Using Multivariate Adaptive Regression Splines to Predict Lexical Characteristics' Influence on Word Learning in First through Third Graders
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| Title: | Using Multivariate Adaptive Regression Splines to Predict Lexical Characteristics' Influence on Word Learning in First through Third Graders |
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| Language: | English |
| Authors: | Peters-Sanders, Lindsey (ORCID |
| Source: | Journal of Speech, Language, and Hearing Research. Feb 2023 66(2):589-604. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324L060023 R324A200179 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education Grade 3 Grade 2 |
| Descriptors: | Prediction, Grade 1, Grade 3, Elementary School Students, Vocabulary Development, Grade 2, Intervention, Word Frequency, Age Differences, Multivariate Analysis, Teaching Methods, Scores, Validity, Guidelines, Longitudinal Studies, Goodness of Fit, Phonology, Phonemes, Predictor Variables, Learning Processes, Low Income Students, Institutional Characteristics |
| DOI: | 10.1044/2022_JSLHR-22-00165 |
| ISSN: | 1092-4388 1558-9102 |
| Abstract: | Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the word learning results of 350 first-, second-, and third-grade students who participated in an investigation examining the effects of a supplemental vocabulary intervention. We investigated the influence of the following lexical characteristics on the learning of 377 words: word frequency, level of concreteness, phonotactic probabilities, neighborhood density, and age of acquisition using multivariate adaptive regression splines (MARS). Results: MARS modeled the influence lexical characteristics had on word learning and determined the relative importance of each variable for each grade-level model. Results revealed age of acquisition was the most important factor related to word learning in all grades, but contributions of other lexical characteristics and their level of importance differed across models. All respective models fit well, with root-mean-square error values ranging from 0.11 to 0.15 and generalized cross validation scores of 0.01 and 0.03. Conclusions: Nuanced information from the MARS analysis provides insights into how lexical characteristics affect word learning differently for children in different grade levels. This information is key to understanding the vocabulary acquisition of school-aged children. The findings from this research have the potential to inform the development of a word selection framework that will organize vocabulary targets into an appropriate sequence based on relevant predictors. [For the correspoinding grantee submission, see ED628272.] |
| Abstractor: | As Provided |
| Notes: | https://doi.org/10.6084/m9.figshare.16699594.v1 |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1380701 |
| Database: | ERIC |
| Abstract: | Purpose: Identifying appropriate targets for vocabulary instruction and determining the optimal sequence for instruction continue to be a challenge. The purpose of this study is to investigate how previously studied lexical characteristics collectively influence children's word learning. Method: A secondary data analysis was conducted using the word learning results of 350 first-, second-, and third-grade students who participated in an investigation examining the effects of a supplemental vocabulary intervention. We investigated the influence of the following lexical characteristics on the learning of 377 words: word frequency, level of concreteness, phonotactic probabilities, neighborhood density, and age of acquisition using multivariate adaptive regression splines (MARS). Results: MARS modeled the influence lexical characteristics had on word learning and determined the relative importance of each variable for each grade-level model. Results revealed age of acquisition was the most important factor related to word learning in all grades, but contributions of other lexical characteristics and their level of importance differed across models. All respective models fit well, with root-mean-square error values ranging from 0.11 to 0.15 and generalized cross validation scores of 0.01 and 0.03. Conclusions: Nuanced information from the MARS analysis provides insights into how lexical characteristics affect word learning differently for children in different grade levels. This information is key to understanding the vocabulary acquisition of school-aged children. The findings from this research have the potential to inform the development of a word selection framework that will organize vocabulary targets into an appropriate sequence based on relevant predictors. [For the correspoinding grantee submission, see ED628272.] |
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| ISSN: | 1092-4388 1558-9102 |
| DOI: | 10.1044/2022_JSLHR-22-00165 |
