ERIC Number: ED433350
Record Type: RIE
Publication Date: 1999-Apr
Metacognition of Vocabulary Knowledge: A Preliminary Study.
Koltun, Hadley; Biemiller, Andrew
Two studies addressed the relationship between elementary school students' knowledge of specific words and their comprehension of passages involving those words. In the first study, 39 students in grades 5 and 6 read 4 passages, answered comprehension questions, and defined words that were included in the questions. Most of the words in the questions were correctly defined by at least 40 percent of the sample. Children who could define the word were also more successful in answering the corresponding comprehension questions. A second study determined how accurate students were in predicting how well they knew the words in comprehension questions. Twenty-two fourth graders were asked to read a story, answer comprehension questions, rate how well they knew specific words in the narrative, and then give meanings for the words. Most students, generally 90 percent of the sample, were accurate in their estimation of word knowledge. However, the percentage of students who over-estimated their word knowledge increased with words that had a lower percentage correct on the definitions. As in the first study, students had a greater probability of answering the comprehension questions correctly if they knew how to define key words related to the question. Educational implications for actively teaching vocabulary in the lower grades are discussed. (Contains 6 tables and 18 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).