View in EDS PDF Full Text

Using Multivariate Adaptive Regression Splines to Predict Lexical Characteristics' Influence on Word Learning in First through Third Graders

Saved in:
Bibliographic Details
Title: Using Multivariate Adaptive Regression Splines to Predict Lexical Characteristics' Influence on Word Learning in First through Third Graders
Language: English
Authors: Peters-Sanders, Lindsey (ORCID 0000-0003-2868-7492), Sanders, Houston (ORCID 0000-0003-2201-0093), Goldstein, Howard (ORCID 0000-0003-3270-2739), Ramachandran, Kandethody (ORCID 0000-0002-6332-2758)
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwE4ZiTUa4HyF2XMUMC6VFaGAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDFOA35AeGrqh_zH6IQIBEICBmgW4w8e-H5QvwQ8AcYQ0LwQstCmxGLbrAT248v5wLY9EAfbu2ny-46fz8tK544o3lXXaeGSGwY5g_EYCzIFOZlaKufpCyO6BOil8_3NiQUUchkaqaWyKkbqLKSyQ5tTKn3wZoDLcvyJtYPBzN74fhh0l-JpjIjGGUJ2q2rn3VlEQSe3oXKt9iJaI5CZvTIBgqpK8u9PFr10UUMs=
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1380701
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using Multivariate Adaptive Regression Splines to Predict Lexical Characteristics' Influence on Word Learning in First through Third Graders
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Peters-Sanders%2C+Lindsey%22">Peters-Sanders, Lindsey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2868-7492">0000-0003-2868-7492</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sanders%2C+Houston%22">Sanders, Houston</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2201-0093">0000-0003-2201-0093</externalLink>)<br /><searchLink fieldCode="AR" term="%22Goldstein%2C+Howard%22">Goldstein, Howard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3270-2739">0000-0003-3270-2739</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ramachandran%2C+Kandethody%22">Ramachandran, Kandethody</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6332-2758">0000-0002-6332-2758</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. Feb 2023 66(2):589-604.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R324L060023<br />R324A200179
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Frequency%22">Word Frequency</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+Analysis%22">Multivariate Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Goodness+of+Fit%22">Goodness of Fit</searchLink><br /><searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br /><searchLink fieldCode="DE" term="%22Phonemes%22">Phonemes</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2022_JSLHR-22-00165
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1092-4388<br />1558-9102
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.]
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://doi.org/10.6084/m9.figshare.16699594.v1
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1380701
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1380701
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2022_JSLHR-22-00165
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 589
    Subjects:
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Word Frequency
        Type: general
      – SubjectFull: Age Differences
        Type: general
      – SubjectFull: Multivariate Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Guidelines
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Goodness of Fit
        Type: general
      – SubjectFull: Phonology
        Type: general
      – SubjectFull: Phonemes
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Institutional Characteristics
        Type: general
    Titles:
      – TitleFull: Using Multivariate Adaptive Regression Splines to Predict Lexical Characteristics' Influence on Word Learning in First through Third Graders
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Peters-Sanders, Lindsey
      – PersonEntity:
          Name:
            NameFull: Sanders, Houston
      – PersonEntity:
          Name:
            NameFull: Goldstein, Howard
      – PersonEntity:
          Name:
            NameFull: Ramachandran, Kandethody
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 02
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1092-4388
            – Type: issn-electronic
              Value: 1558-9102
          Numbering:
            – Type: volume
              Value: 66
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Speech, Language, and Hearing Research
              Type: main
ResultId 1