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ERIC Number: ED203285
Record Type: Non-Journal
Publication Date: 1979
Pages: 35
Abstractor: N/A
Reference Count: N/A
The Effect of Context on the Understanding of Idiomatic Expressions and Multiple-Meaning Vocabulary Words for Monolingual and Bilingual Readers.
Norton, Kathleen B.
A study was conducted to determine if context facilitated the understanding of idiomatic expressions and multiple-meaning vocabulary words presented in narrative passages and if the passages containing these linguistic elements were comprehended. Specifically, the study compared the performance of monolingual and bilingual sixth grade and eighth grade students to discover if differences existed in the effectiveness of context as a function of language group membership and grade placement or reading achievement level. The subjects were administered tests of idioms in context and of vocabulary in context. Each test called for the subjects to read three passages, answer comprehension questions, and then read a reprinted passage with target words underlined to insure that they would refer to context as they selected definitions from a list provided. The results showed that comprehension was facilitated more by context than by definition selection tasks. In addition, reading achievement level and language group membership were determined to be important factors affecting student performance on the two measures. Overall, the findings suggested that multiple-meaning words and idiomatic expressions might cause difficulty for children in lower reading groups and for those whose primary language is other than English. (FL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A