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ERIC Number: ED224000
Record Type: RIE
Publication Date: 1982-Nov
Pages: 145
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
An Investigation of the Effectiveness of Semantic Mapping and Semantic Feature Analysis with Intermediate Grade Level Children. Program Report 83-3.
Toms-Bronowski, Susan
A study compared the instructional strategies of semantic mapping and semantic feature analysis with a traditional contextual approach for vocabulary acquisition. Subjects, 36 fourth, fifth, and six grade classes, were taught a set of 15 target words in each of the three instructional conditions for each of 3 weeks. Classes were assessed at the end of each week with three tests designed to measure word knowledge in a manner reflecting each teaching strategy. All classes were also tested on all 45 target words at the end of the fourth week of the study with a comprehensive test that required recognition of a direct general definition. Results indicated that both semantic feature analysis and semantic mapping were more effective than context for general vocabulary acquisition, with semantic feature analysis groups performing at higher percentage levels on more target words than did either of the other groups on the comprehensive test. Context treatment groups significantly outperformed the other treatment groups on the test that reflected their treatment. These results indicated that the two strategies that rely on categorization of concepts as influenced by students' prior knowledge bases do positively affect vocabulary acquisition. The type of test format utilized to assess word knowledge also influences student performance. (Author/JL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.
Identifiers: Semantic Features; Semantic Mapping
Note: Report from the Program on Student Diversity and Classroom Processes: Skill Development--Language Arts. Figures 3 and 5 may be marginally legible. Some figures may not reproduce.