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Peer reviewed Peer reviewed
ERIC Number: EJ310897
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Comprehension of Texts With Unfamiliar Versus Recently Taught Words: Assessment of Alternative Models.
Omanson, Richard C.; And Others
Journal of Educational Psychology, v76 n6 p1253-68 Dec 1984
Four theoretical models (Substitution, Suppression, Normal, and Remind) of the effects of lexical knowledge on reading comprehension were evaluated using results of a previous study. Fourth graders recalled texts containing words that were either unfamiliar or recently taught through an intensive vocabulary instruction program. (Author/BS)
Descriptors: Grade 4, Intermediate Grades, Learning Theories, Lexicology, Models, Pretests Posttests, Reading Comprehension, Reading Processes, Reading Strategies, Recall (Psychology), Vocabulary Development
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Kintsch (Walter)
Note: Research supported by the Learning Research and Development Center, which is funded in part by the National Institute of Education. Portions of the article were presented at the Annual Meeting of the Psychonomic Society (Minneapolis, MN, 1982) and the Society for Research in Child Development (Detroit, MI, 1983).