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ERIC Number: ED239231
Record Type: RIE
Publication Date: 1983-Oct-20
Pages: 25
Abstractor: N/A
Reference Count: 0
Vocabulary Instruction and the Nature of Word Meanings.
Stahl, Steven A.
An extensive literature review led to the formation of a framework for vocabulary instruction that can be used to analyze the relationship between knowledge of word meanings and comprehension and to suggest more effective means of vocabulary instruction. The framework posits two types of information students hold about words--definitional and contextual. It further suggests that different vocabulary teaching methods provide different types of information about taught words and that methods that provide both definitional and contextual information or "mixed" methods are more effective than methods that provide only one type of information. The framework also suggests that methods vary in the processing demands they place on students and that methods that require "deeper" processing are also more effective. Depth of processing, at least in terms of vocabulary instruction, is operationalized in terms of three levels--association, comprehension, and generative processing. The framework was used to analyze the results of seven methods comparison studies and found to adequately account for the findings. (Author/FL)
Publication Type: Information Analyses; Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (27th, Atlanta, GA, October 20-22, 1983).