Rebecca Knoph

• Knoph, Rebecca; Lawrence, Joshua & Francis, David J. (2023). The Dimensionality of Lexical Features in General, Academic, and Disciplinary Vocabulary. Scientific Studies of Reading. ISSN 1088-8438. doi: 10.1080/10888438.2023.2241939. Fulltekst i vitenarkiv
• Prilutskaya, Marina Yurievna; Knoph, Rebecca & Hanssen, Jessica Allen (2022). “The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway.”. I Krulatz, Anna; Neokleous, Georgios & Dahl, Anne (Red.), Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications. Multilingual Matters. ISSN 9781788926409.
• Lawrence, Joshua; Knoph, Rebecca; Mcllraith, Autumn; Kulesz, Paulina A. & Francis, David (2021). Reading Comprehension and Academic Vocabulary: Exploring Relations of Item Features and Reading Proficiency. Reading Research Quarterly. ISSN 0034-0553. doi: 10.1002/rrq.434.
• Hagen, Åste Mjelve; Knoph, Rebecca; Hjetland, Hanne Næss; Rogde, Kristin; Lawrence, Joshua & Lervåg, Arne [Vis alle 7 forfattere av denne artikkelen] (2021). Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers. Scandinavian Journal of Educational Research. ISSN 0031-3831. doi: 10.1080/00313831.2021.1939136. Fulltekst i vitenarkiv
• Knoph, Rebecca & Buchanan, Erin M (2020). Language Learning and Metacognition: An Intervention to Improve Language Classrooms . Journal of Scientific Psychology. ISSN 2161-7724. Vis sammendrag

  In the USA, the trend of increase in foreign language enrollments at the college level has suddenly begun to decline since 2009, despite the notion that learning multiple languages is becoming essential for effectively communicating with others from diverse native language backgrounds. This new decline may be due in part to inefficient and outdated foreign language courses. The current study examined the effect of how we assess our current knowledge and learning techniques (metacognition) on educational outcomes in hopes to improve the effectiveness of the university classrooms. College students were exposed to new metacognitive strategies that could benefit their language learning throughout the fall 2016 semester. Specifically, students were presented with new information every other week to improve their vocabulary building, listening skills, and writing skills. Hierarchical multiple linear regression provided evidence of a potential way to measure and promote metacognitive strategies that could be useful to language learners.

• Prilutskaya, Marina Yurievna & Knoph, Rebecca (2020). Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English . Cogent Education. ISSN 2331-186X. 7(1). doi: 10.1080/2331186X.2020.1832179. Fulltekst i vitenarkiv

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• Lawrence, Joshua; Knoph, Rebecca; Hwang, Jin Kyoung & Hagen, Åste Marie Mjelve (2022). Measures of lexical ambiguity for 62,954 words.
• Knoph, Rebecca & Lawrence, Joshua (2022). Vocabulary tasks and target words are not equal: How language learners answer differently.
• Prilutskaya, Marina Yurievna & Knoph, Rebecca (2022). Developing metacognitive skills through pedagogical translanguaging: a case of writing in L2.
• Knoph, Rebecca; Hagen, Åste Mjelve; Zhang, Wenjie & Lawrence, Joshua (2021). A LURI Comparison: Listening comprehension for Norwegian and Chinese children.
• Knoph, Rebecca & Lawrence, Joshua Fahey (2020). The Impact of word features on lexical decision tasks. Vis sammendrag

  This study used multiple linear regression to determine if special features of academic words (from the Academic Word List) could predict reaction times and accuracy on lexical decision tasks. Specifically, we examined five word feature factors: word frequency from different corpora, word completxity (the number of letters, phonemes, morphemes, syllables, etc.), proximity to other words (the number of phonographic, phonologic, and orthographic neighbors), polysemy (the number of senses and meanings for that word), and diversity (the number of contexts in which the word can be found). We not only discovered a trend in which word features predicted longer lexical decision reaction times, but also found that this trend was different for accuracy. That is, features that predicted shorter mean reaction times did not always predict more participants would accurately identify the word as a word. The different regression weights indicate that how we identify and process words might not only be explained by the length or frequency of a word, but that it also depends on the context in which we can find the word and how many different ways we can use the word.

• Hjetland, Hanne Næss; Hagen, Åste Mjelve; Rogde, Kristin; Knoph, Rebecca & Melby-Lervåg, Monica (2020). LURI: A Listening Comprehension Measure for Preschool Children. .
• Knoph, Rebecca & Lawrence, Joshua Fahey (2019). A Factor Analysis of Word Features: Are Academic Words Different? Vis sammendrag

  The current study replicates two previous factor structures for word features (e.g. word frequency and length), but focuses specifically on the structure for academic vocabulary. These words followed a similar but not identical factor structure to words in general. Use of the factor structure can reduce suppression between multicollinear variables.

• Knoph, Rebecca & Hagen, Åste Mjelve (2019). The LURI Assessment: A Listening Comprehension Measure for Preschool Children. Vis sammendrag

  The current study examines a new listening comprehension test for preschool children. The test contains 10 short stories and 3-5 questions per story (total 36 questions) read by an adult. We test the psychometric properties of the measure in a sample of 289 Norwegian preschoolers at risk for language problems.

• Knoph, Rebecca & Lawrence, Joshua Fahey (2019). What’s in a Word? The Impact of Word Features on Item Difficulty. Vis sammendrag

  This study used multiple linear regression to determine the predictability of item difficulty on three types of items (hypernyms, topical associates, and definitions) given specific features of the target words (complexity, diversity, proximity, frequency, and polysemy). We found a trend in which features tend to be related to item difficulty.

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