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ERIC Number: ED392033
Record Type: Non-Journal
Publication Date: 1995-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Study To Train Elementary Students To Become More Sensitive to Context Clues.
Goerss, Betty L.
A study examined the training of students to use context clues more effectively. Subjects were five fifth and sixth grade remedial students identified as low verbal students. The subjects were met with individually for 9 sessions of approximately 30 minutes each, prior to or following the school day. Two sessions were devoted to testing and seven sessions to training. Between 6 and 12 training items were used in each session and a variety of context types, difficulty level, function in sentence, and clarity levels were presented. Training tasks consisted of five steps: read/paraphrase; query/discussion; identification/rationale; other possible word meanings; and inferences of meaning. Results indicated that all five students improved on every component--improvement ranged from impressive to dramatic. Qualitative analysis revealed three situations characteristic of students' initial approaches to context: limited use of the context; confounding the meaning of the target word with that of the entire context; and going beyond the limits of meaning set by the context to hypothesize a situation into which a meaning might fit. Findings suggest that four of the five students appeared to internalize the training task, as demonstrated by their ability to think aloud about their own reasoning and correct themselves when they realized their reasoning was faulty. The training task is a useful tool to help students develop a more productive process for dealing with contexts. A follow-up study conducted with 16 fifth grade students yielded similar results and reinforced earlier findings. (Contains 10 references and 4 tables of data.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A