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Parsons, S., & Branagan, A. (2014). Word Aware: Teaching vocabulary across the day, across the curriculum . Abingdon, UK: Routledge. Perfetti, C. A., & Hart, L. (2001). The lexical basis of comprehension skill. In D. S. Gorfien (Ed.), On the consequences of meaning selection: Perspectives on resolving lexical ambiguity (pp. 67–86). Washington, DC: American Psychological Association. Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). Amsterdam/ Philadelphia, PA: John Benjamins. vocabulary in the context of the simple view of reading. Reading & Writing Quarterly , 29 (2), 168–202. doi:10.1080/1 0573569.2013.758569 Ricketts, J., Davies, R., Masterson, J., Stuart, M., & Duff, F. J. (2016). Evidence for semantic involvement in regular and exception word reading in emergent readers of English. Journal of Experimental Child Psychology , 150 , 330–345. doi:10.1016/j.jecp.2016.05.013 Share, D. (1995). Phonological recoding and self- teaching: sine qua non of reading acquisition. Cognition, 55 (2), 151–218. doi:10.1016/0010-0277(94)00645-2 Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading , 10 , 381–398. doi:10.1207/s1532799xssr1004_3 Tunmer, W. E., & Chapman, J. W. (2012). Does set for variability mediate the influence of vocabulary knowledge on the development of word recognition skills? Scientific Studies of Reading , 16 (2), 122–140. doi:10.1080/1088843 8.2010.542527 Verhoeven, L., van Leeuwe, J., & Vermeer, A. (2011). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading , 15 (1), 8–25. doi:10.1080/10888438.2011.536125 Wright, T. S., & Cervetti, G. N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly , 52 (2), 203– 226. doi:10.1002/rrq.163 Protopapas, A., Mouzaki, A., Sideridis, G. D., Kotsolakou, A., & Simos, P. G. (2013). The role of

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Dr Danielle Colenbrander is a researcher working in the Department of Cognitive Science, Macquarie University.

Correspondence to: Danielle Colenbrander Department of Cognitive Science and Macquarie University Centre for Reading (MQCR) Level 3, Australian Hearing Hub 16 University Avenue Macquarie University 2109 email: danielle.colenbrander@mq.edu.au

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JCPSLP Volume 22, Number 1 2020

Journal of Clinical Practice in Speech-Language Pathology