Affiliation:
1. University of Washington
Abstract
This study examined the hypothesis that new vocabulary knowledge can be acquired through incidental learning of word meanings from context. Fifth graders of two reading abilities read passages containing unfamiliar words. Students were randomly assigned to different numbers of context presentations: 0, 2, 6, or 10 passages read over several days. Half of the unfamiliar words were informally taught before their appearance in the passages. Word meanings were learned from context, and more frequent presentation in context increased learning. Also, better readers profited more from context than did less skilled readers, and prior exposure (informal teaching) resulted in greater learning. Vocabulary effects were also observed on a measure of reading comprehension. Whether incidental learning accounts for vocabulary growth is discussed.
Publisher
American Educational Research Association (AERA)
Cited by
240 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献