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ERIC Number: EJ1051576
Record Type: Journal
Publication Date: 2015-Mar
Pages: 24
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-0922-4777
Incremental Learning of Difficult Words in Story Contexts: The Role of Spelling and Pronouncing New Vocabulary
Vadasy, Patricia F.; Sanders, Elizabeth A.
Reading and Writing: An Interdisciplinary Journal, v28 n3 p371-394 Mar 2015
In this exploratory study we examine the value of exposure to the spelling and pronunciation of word forms when introducing the meanings of new and difficult vocabulary words. Kindergarten English learners were randomly assigned to one of two types of storybook reading delivered by tutors. Students in both treatments listened to short stories containing novel target words. In both groups, students were told the meanings of the difficult words when they first appeared in the stories. However, in one of the groups (Definitions-Plus), students were also shown the printed words when they first appeared in the stories, and were asked to pronounce and spell the words aloud. Vocabulary learning was assessed with three researcher-designed measures including receptive vocabulary, vocabulary definitions, and spelling. Results showed that both groups made significant gains on all three measures, with average gains of 8, 4, and 3%, respectively. Moreover, the Definitions-Plus group had significantly greater spelling gains (d = 0.57), and exhibited similar, albeit nonsignificant, trends on vocabulary gains (ds = 0.30 and 0.41 for receptive and definitional vocabulary, respectively). Results extend previous studies' results to younger English learner students on general benefits of novel word exposure in story contexts, and specific benefits for spelling and pronunciation practice in learning new words.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test; Flesch Kincaid Grade Level Formula; Flesch Reading Ease Formula; Peabody Picture Vocabulary Test; Wide Range Achievement Test; Woodcock Reading Mastery Test
IES Funded: Yes
Grant or Contract Numbers: R305A130700