Learning vocabulary from context : effects of focusing attention on individual words during reading
Year: 1995
Type: article
Abstract: This study investigated the effects of systematically varying the vocabulary-related instructions that students receive before reading to further understanding of the vocabulary/comprehension relationship.Subjects were 299 students from fifth-or fourth/fifth-grade classrooms, who participated in six different conditions which included reading passages with underlined words, reading and underlining difficult words, and trying to learn meanings from context.Posttest results indicated that the manipulation of the instructions given to students before reading did not influence their vocabulary learning during reading.Students of all ability levels increased their knowledge of the target vocabulary words as a result of reading passages in which the words appeared, regardless of the instructions given prior to reading.
Author: Kilian, Anne Stallman
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W7039150722