University of Illinois at Urbana-Champaign
Learning vocabulary from context: Effects of focusing attention on individual words during reading
Abstract
dc:descriptionIncidental acquisition of vocabulary knowledge during everyday reading has received attention by researchers in the attempt to explain the tremendous growth of children's vocabulary knowledge during their school years (Herman, Anderson, Pearson, & Nagy, 1987; McKeown, 1985; Nagy & Anderson, 1984; Nagy, Anderson, & Herman, 1987; Sternberg, 1987). However, the results of the research on learning vocabulary from context have been mixed, only sometimes have students clearly demonstrated learning from context. Several explanations have been posited in the attempt to explain the inconsistencies in this research--differences attributable to the distinctions between learning word incidentally during reading and deriving word meanings, the possibility that vocabulary acquisition may be incremental in nature, the possibility that children's ability to learn vocabulary may be influenced by general verbal ability, and the possibility that learning of vocabulary may be influenced by passage comprehension.
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Education
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2011
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Stallman, Anne Cooper
- Contributors dc:contributor
-
- Pearson, P. David
- Nagy, William E.
Subjects
dc:subject × 3Rights
dc:rights- Statement dc:rights
-
- Copyright 1991 Stallman, Anne Cooper
- Language dc:language
- eng
Identifiers
dc:identifier.*- Identifier
-
AAI9136743
(UMI)AAI9136743 - OAI identifier oai:identifier
- oai:www.ideals.illinois.edu:2142/22778