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ERIC Number: ED442091
Record Type: Non-Journal
Publication Date: 2000
Pages: 140
Abstractor: N/A
Reference Count: N/A
Verbal Comprehension: Learning To Derive Word Meaning from Context versus Individual Direct Word Instruction.
Maberry, Rebecca S.
A study compared the effects of words in isolation (WI) and words in context (WC) instruction on the word learning and retention of word meanings of 11 average readers from a multi-age classroom (grades 4 and 5). To investigate whether WC instruction improved a child's ability to use context cues to determine the meaning of an unknown word encountered in context, the 11 children were divided into two reading groups, each receiving a different form of vocabulary instruction. A pre-post-post vocabulary test design was used to compare the vocabulary knowledge gains of each group and retention of word meanings over time. The WC group did experience greater gains in vocabulary knowledge and retained more vocabulary meanings over time than the WI group. In addition to the vocabulary tests, both groups were also given a pre- and post-deriving-the-meaning-of-unknown-words-from-context words from context test. This test was used to ascertain each participant's ability to independently use context to derive the meaning of unknown words from context prior to instruction and following instruction. These results were less conclusive regarding the effects of context cue instruction on the individual ability of a child to independently use context to determine the meaning of an unknown word encountered in context. Using context independently appears to be a complex task that may require extensive exposure to context, a strong vocabulary base and extensive training in how to use context to derive the meaning of unknown words. Contains 29 references, 6 tables, and 10 graphs of data. Appendixes contain numerous evaluation instruments and word lists. (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A