ERIC Number: ED142946
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Vocabulary: A Major Factor in Reading Comprehension.
Stotsky, Sandra L.
The major purpose of this research was to show how specific theoretical principles and criteria could be integrated and supported by empirical data to provide a rationale for more systematic introduction of vocabulary in middle-grade reading-instruction material. Research was limited to the teaching of prefixes and the use of prefixed words. A content analysis of six widely used reading series (Allyn & Bacon; Macmillan; Ginn 360; Scott, Foresman; Holt; and Ginn 720) and their accompanying workbooks for grades two to six showed that sufficient opportunities for systematic vocabulary development with respect to most prefixes do not exist at many grade levels in these series. The following reasons were offered: (1) a general lack of coordination between what is suggested for teaching in the teachers' guides and the material in the corresponding reading selections in the readers or workbooks, and (2) a basic misunderstanding of prefixation in all the reading series, according to definition. Implications and references are included. (MB)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Study prepared at Harvard University