ERIC Number: ED140248
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
Word Learning in Beginning Readers and Prereaders.
Ehri, Linnea C.
This study reveals that children from the age of four to six years are unable to segment meaningful sentences into component words. The experiment investigated three hypotheses of performance on a word-learning task for beginning readers and prereaders. Readers and prereaders were taught five words as oral responses, each word paired with a nonsense figure. Analyses confirmed that context-dependent words (past tense verbs, prepositions, functors), took longer to learn than did context-free words (nouns, adjectives). However, providing a sentence context did not make it easier to learn either word class. Unlike readers, prereaders had substantial difficulty learning the words, particularly context-dependent words, because prereaders failed to recognize these words as units in their language. Results concerning the effectiveness of teaching beginning readers sight vocabulary words are discussed. (Author/MB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York City, April 1977)