title: Semantic-syntactic partial word knowledge growth through reading.
abstract: OBJECTIVE
  Incidental reading provides a powerful opportunity for partial word knowledge growth in the school-age years. The extent to which children of differing language abilities can use reading experiences to glean partial knowledge of words is not well understood. The purpose of this study was to compare semantic-syntactic partial word knowledge growth of children with higher language skills (HL group; overall language standard scores of 85 or higher) to that of children with relatively lower language skills (LL group; overall receptive or expressive standard score below 85).
  
  
  METHODS
  Thirty-two children, 16 per group, silently read stories containing unfamiliar nouns and verbs 3 times over a 1-week period. Semantic-syntactic partial word knowledge growth was assessed after each reading and 2-3 days later to assess retention.
  
  
  RESULTS
  Over time, both groups showed significant partial word knowledge growth, with the HL group showing significantly more growth. In addition, both groups retained knowledge several days later.
  
  
  CONCLUSIONS
  Regardless of language skill level, children benefit from multiple exposures to unfamiliar words in reading in their development and retention of semantic-syntactic partial word knowledge growth.
authors.forename: Stacy A
authors.initials: SA
authors.lastname: Wagovich
authors.forename: Margaret S
authors.initials: MS
authors.lastname: Hill
authors.forename: Gregory F
authors.initials: GF
authors.lastname: Petroski
mesh_terms: D000124:Achievement; D000293:Adolescent; D002648:Child; D005260:Female; D006801:Humans; D007806:Language Disorders / Q000523:psychology / Q000628:therapy*; D007807:Language Tests; D008297:Male; D008570:Memory, Short-Term; D010700:Phonetics; D011578:Psycholinguistics; D011932:Reading; D012016:Reference Values; D012153:Retention, Psychology; D012660:Semantics; D014706:Verbal Learning; D014825:Vocabulary