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ERIC Number: ED177470
Record Type: Non-Journal
Publication Date: 1979-Aug
Reference Count: N/A
Vocabulary Knowledge and Reading. Reading Education Report No. 11.
Anderson, Richard C.; Freebody, Peter
This report summarizes information presented in a technical report concerning the role of vocabulary knowledge in reading comprehension and is designed to be read by educators not directly involved in research themselves. It states that while an assessment of the number of meanings a reader knows enables a remarkably accurate prediction of an individual's ability to comprehend discourse, the reasons why word knowledge correlates with comprehension cannot be determined satisfactorily without improved methods of estimating the size of people's vocabularies. It suggests that improved assessment methods depend upon thoughtful answers to questions concerning what a word is, what it means to know the meaning of a word, and the most efficient way of estimating vocabulary size from an individual's performance on a sample of words. (MKM)
Publication Type: Reports - Research
Education Level: N/A
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.