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ERIC Number: ED398602
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 36
Abstractor: N/A
Reference Count: N/A
Effects of the Training of a Word Learning Strategy.
de Glopper, Kees; And Others
A study investigated the effect of training Dutch students to learn to derive word meanings from written context. Subjects, 64 grade 6 primary school children, were randomly divided into control and experimental groups. The experimental group followed eight lessons in their mothertongue (Dutch), while the control group followed their regular lessons in which no attention was given to learning from context. The training consisted of three main elements: a text-driven element in the form of "Wh-questions," a schema-driven element in the form of a definition format, and a stimulus for decontextualization in the form of instruction that entailed "negotiation of meaning." On a paper-and-pencil Contextual Word Learning Test, the experimental group's gain was not statistically significant. Think aloud protocols of the trained students were analyzed to get insight into how often and with what quality elements from the training are used by them. Findings suggest that the trained students who have gained from the training, in comparison to those who have not, show more awareness of what it takes to find out and define the meaning of an unknown word and more awareness of the need for decontextualization. (Contains 15 references, and 7 tables and 2 figures of data.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands