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Descriptors:
Item Response Theory; Morphemes; Semantics; Reading Comprehension; Word Frequency; Vocabulary Development; Reading Ability; Adolescents; Reading; Literacy; Middle School Students; Models; Literacy Education; Grade 7; Grade 8; Vocabulary; Raw Scores; Correlation; Syllables

Abstract:
The current study uses a crossed random-effects item response model to simultaneously examine both reader and word characteristics and interactions between them that predict the reading of 39 morphologically complex words for 221 middle school students. Results suggest that a reader's ability to read a root word (e.g., "isolate") predicts that reader's ability to read a related derived word (e.g., "isolation"). After controlling for root-word reading, results also suggest that the remaining variability in derived-word reading can be explained by word and reader characteristics. The significant word characteristics include derived-word frequency and root-word frequency but not morpheme neighborhood size, average family frequency, number of morphemes, or semantic opaqueness. The significant reader characteristics include morphological awareness and vocabulary knowledge but not reading comprehension. Only phonological and orthographic-phonological opaqueness interacted with the effect of root-word reading, suggesting that students were less able to apply root-word knowledge when the root word changed phonologically (with or without an orthographic change) in the larger derived word. Discussion is included regarding how findings from this study inform the development of models of word reading for adolescents. (Contains 3 tables, 3 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Form Classes (Languages); Grammar; Language Acquisition; Classification; Linguistic Input; Cues; Generalization; Vocabulary Development; Computational Linguistics; Task Analysis

Abstract:
A fundamental component of language acquisition involves organizing words into grammatical categories. Previous literature has suggested a number of ways in which this categorization task might be accomplished. Here we ask whether the patterning of the words in a corpus of linguistic input ("distributional information") is sufficient, along with a small set of learning biases, to extract these underlying structural categories. In a series of experiments, we show that learners can acquire linguistic form-classes, generalizing from instances of the distributional contexts of individual words in the exposure set to the full range of contexts for all the words in the set. Crucially, we explore how several specific distributional variables enable learners to form a category of lexical items and generalize to novel words, yet also allow for exceptions that maintain lexical specificity. We suggest that learners are sensitive to the "contexts" of individual words, the "overlaps" among contexts across words, the non-overlap of contexts (or "systematic gaps" in information), and the size of the exposure set. We also ask how learners determine the category membership of a new word for which there is very sparse contextual information. We find that, when there are strong category cues and robust category learning of other words, adults readily generalize the distributional properties of the learned category to a new word that shares just one context with the other category members. However, as the distributional cues regarding the category become sparser and contain more consistent gaps, learners show more conservatism in generalizing distributional properties to the novel word. Taken together, these results show that learners are highly systematic in their use of the distributional properties of the input corpus, using them in a principled way to determine when to generalize and when to preserve lexical specificity. (Contains 3 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Associative Learning; Cognitive Mapping; Infants; Eye Movements; Vocabulary Development; Statistical Analysis; Language Acquisition

Abstract:
We report three eyetracking experiments that examine the learning procedure used by adults as they pair novel words and visually presented referents over a sequence of referentially ambiguous trials. Successful learning under such conditions has been argued to be the product of a learning procedure in which participants provisionally pair each novel word with several possible referents and use a statistical-associative learning mechanism to gradually converge on a single mapping across learning instances [e.g., Yu, C., & Smith, L. B. (2007). Rapid word learning under uncertainty via cross-situational statistics. "Psychological Science, 18"(5), 414-420]. We argue here that successful learning in this setting is instead the product of a one-trial procedure in which a single hypothesized word-referent pairing is retained across learning instances, abandoned only if the subsequent instance fails to confirm the pairing--more a "fast mapping" procedure than a gradual statistical one. We provide experimental evidence for this "propose-but-verify" learning procedure via three experiments in which adult participants attempted to learn the meanings of nonce words cross-situationally under varying degrees of referential uncertainty. The findings, using both explicit (referent selection) and implicit (eye movement) measures, show that even in these artificial learning contexts, which are far simpler than those encountered by a language learner in a natural environment, participants do not retain multiple meaning hypotheses across learning instances. As we discuss, these findings challenge "gradualist" accounts of word learning and are consistent with the known rapid course of vocabulary learning in a first language. (Contains 5 tables and 12 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English for Academic Purposes; Foreign Countries; Reading Comprehension; Multiple Regression Analysis; Vocabulary Development; Reading Strategies; Comparative Analysis; Academic Achievement; Syntax; Metacognition; Predictor Variables; Native Language; Language of Instruction

Abstract:
As far as academic reading comprehension is concerned, a network of linguistic skills and strategies operate in a complex and integrated matter. Since it is impossible to examine all the factors affecting reading comprehension all at once, it is more reasonable to compare and contrast the predictive effects of specific variables against each other and elicit the role of each of them in determining academic performance. For this reason, the present study aims to investigate whether specifically the depth of vocabulary knowledge, syntactic awareness or metacognitive awareness was a more powerful predictor of academic reading comprehension. 45 students from the English Language Teaching Department in an English-medium foundation university in Turkey participated in the study. The results of multiple regression analysis revealed that with a sample of homogenous first language (L1) background learners, depth of vocabulary knowledge was not a strong predictor of academic reading comprehension for English for Academic Purposes (EAP) students. However, it was found that syntactic awareness was a significant predictor of academic reading comprehension in second language (L2) and of the investigated variables, metacognitive reading strategies have much to contribute to academic reading comprehension. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physics; Foreign Countries; Science Teachers; Scores; Textbooks; Undergraduate Students; Information Technology; Technology Integration; Cognitive Ability; Vocabulary Development; English for Special Purposes; Multimedia Instruction; Scientific Concepts; Recall (Psychology); Second Language Learning; Second Language Instruction

Abstract:
This study investigates whether the integration of ICT in education can facilitate teaching and learning. An example of such integration is computer assisted language learning (CALL) of English technical vocabulary by undergraduate physics students in Rwanda. The study draws on theories of cognitive load and multimedia learning to explore learning in a one-computer classroom in an environment where textbooks and multiple computers are not available. Two groups of students attended a 4-week English-language technical vocabulary course (eight three-hour sessions) taught by two ESP trained science teachers. One group (n = 13) was taught using computer-mediated multimedia to present technical vocabulary on-screen. The other group (n = 19) received blackboard presentations employing traditional methods to help students internalize the same vocabulary. Post-test scores of the two groups were compared. The results show that the effect of multimedia on the recall of the concepts taught is large (Cohen's "d" 0.95). (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Writing (Composition); Grade 5; Vocabulary; Story Telling; Persuasive Discourse; Expository Writing; Multiple Regression Analysis; Correlation; Predictor Variables; Vocabulary Skills; Vocabulary Development; Writing Skills; Writing Evaluation; Holistic Evaluation; Literary Genres

Abstract:
The purpose of this study was to examine the role of vocabulary in writing across three genres. Fifth graders (N = 105) wrote three compositions: story, persuasive, and informative. Each composition revolved around the topic of outer space to control for background knowledge. Written compositions were scored for holistic writing quality and several different vocabulary constructs: diversity, maturity, elaboration, academic words, content words, and register. The results indicated that students vary their vocabulary usage by genre. Story text had higher diversity than informative text as well as higher maturity as compared to persuasive text. Persuasive text contained higher diversity than informative text, and higher register than both of the other genres. Informative text included more content words and elaboration than the other text types as well as more maturity than persuasive text. Additionally, multiple regression and commonality analysis indicated that the vocabulary constructs related to writing quality differed by genre. For story text, vocabulary diversity was a unique predictor, while for persuasive text, content words and register were unique predictors. Finally, for informative text content words was the strongest unique predictor explaining almost all of the total variance in the five factor model, although maturity was also a unique predictor. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Reading Instruction; Vocabulary Development; Teaching Methods; Educational Technology; Telecommunications; Handheld Devices; Reading Comprehension

Abstract:
Supplementing classroom reading with smartphones can develop better vocabulary knowledge, comprehension, technology skills, and writing. This article connects smartphones to reading complex, informational text and the Common Core State Standards (CCSS). The author suggests that smartphones motivate, scaffold comprehension, and invite investigations that allow students to engage with authors, illustrators, and each other in ways that invite deep and thoughtful reading. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Instruction; Brain; Reading Comprehension; Imagery; Vocabulary Development; Fiction; Nonfiction; Reading Material Selection; Teaching Methods; Interpersonal Communication; Teacher Role; Communication Skills; Language Skills; Prompting; Feedback (Response); Reading Aloud to Others

Abstract:
Explicit instruction on the skill of creating mental imagery from text supports reading comprehension and recall. This article shares a strategy for teaching students how to process what they read by comparing mental imagery to "brain movies." It emphasizes choosing appropriate fiction and nonfiction texts to encourage readers to build the skill of creating mental imagery, and offers examples from two classrooms on how students use brain movies to make meaning from what they read. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Beginning Reading; Phonics; Spelling Instruction; Vocabulary Development; Intervention; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Instructional Effectiveness; Educational Research

Abstract:
"Words Their Way"[TM] is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school. The program can be implemented as a core or supplemental curriculum and aims to provide a practical way to study words with students. The purpose of word study (which involves examining, manipulating, comparing, and categorizing words) is to reveal logic and consistencies within written language and to help students achieve mastery in recognizing, spelling, and defining specific words. The What Works Clearinghouse (WWC) identified 29 studies of "Words Their Way"[TM] for beginning readers that were published or released between 1983 and 2012. One study is within the scope of the Beginning Reading review protocol but does not meet WWC evidence standards. The study uses a quasi-experimental design but does not establish that the comparison group was comparable to the intervention group prior to the start of the intervention. Fifteen studies are out of the scope of the Beginning Reading review protocol because they have an ineligible study design. Eleven studies are literature reviews or meta-analyses. Four studies do not use a comparison group design, a regression discontinuity design, or a single-case design. Thirteen studies are out of the scope of the Beginning Reading review protocol for reasons other than study design. Eleven studies do not use a sample aligned with the protocol--the sample does not fall within the Beginning Reading grade range of K-3. Two studies include fewer than 50% general education students. A glossary of terms is included. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Discourse; Second Language Learning; Direct Instruction; Vocabulary Development; Educational Strategies; Academic Standards; State Standards; Learner Engagement; Student Evaluation; Latin; Greek; English Language Learners; Visual Aids; Elementary School Students; High School Students

Abstract:
Update your vocabulary practices to meet the Common Core and improve students' word knowledge! This new, clearly-structured guide shows you how. It's packed with engaging, research-based, classroom-ready strategies for teaching vocabulary. Topics include: (1) Selecting meaningful words for direct instruction; (2) Strategies for engaging students in word study; (3) Helping students come up with their own definitions; (4) Authentic vocabulary assessment; (5) Greek and Latin word study; (6) Bringing vocabulary to life using symbols and pictures; (7) Using a word wall effectively; (8) Teaching vocabulary all the time; (9) Creating opportunities for wide reading; and (10) Using and expecting academic language. For each vocabulary recommendation, you'll learn the research behind it, how it relates to the Common Core, and how to implement it in your classroom. The practical ideas for teaching vocabulary will benefit all of your students, including your English language learners, with specific connections to ELLs included throughout the book. This is a must-have resource for teaching vocabulary and meeting the Common Core standards! Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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