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ERIC Number: ED160999
Record Type: Non-Journal
Publication Date: 1978-Aug
Pages: 50
Abstractor: N/A
Reference Count: N/A
Vocabulary and Reading Comprehension: Instructional Effects. Technical Report No. 100.
Jenkins, Joseph R.; And Others
The effects of vocabulary instruction on word knowledge and reading comprehension were assessed in three experiments. In experiment one, employing 12 "average" fourth grade readers, and experiment two, employing six learning disabled intermediate level students, word synonyms were taught to pairs of students on three consecutive days. Experiment three, employing ten fourth grade disabled readers, examined the effect of two to four sessions of vocabulary instruction on comprehension of connected discourse. The three treatments used varied in the amount of direct instruction, ranging from permitting students to infer meanings from context to drilling students on synonyms. Results indicated that the treatments were differentially effective in teaching word synonyms, that with increases in direct instruction more meanings were acquired, and that the treatments produced differential transfer to sentence comprehension. Average students learned some word synonyms under all conditions except a noninstructional control condition; learning disabled students required more direct instruction to produce any learning. Although vocabulary training was found to transfer to comprehension of single sentences, on two of three measures of passage comprehension no effects were observed that could be attributed to vocabulary instruction. (GW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.