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ERIC Number: EJ1126714
Record Type: Journal
Publication Date: 2017
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1057-3569
Does Knowing What a Word Means Influence How Easily Its Decoding Is Learned?
Michaud, Mélissa; Dion, Eric; Barrette, Anne; Dupéré, Véronique; Toste, Jessica
Reading & Writing Quarterly, v33 n1 p82-96 2017
Theoretical models of word recognition suggest that knowing what a word means makes it easier to learn how to decode it. We tested this hypothesis with at-risk young students, a group that often responds poorly to conventional decoding instruction in which word meaning is not addressed systematically. A total of 53 first graders received explicit instruction on how to decode 32 words. Researchers also taught them the meanings of a random selection of these words. Overall, decoding instruction seems to have been effective: Students read words more accurately and more quickly at posttest than at pretest. They were also able to learn the meanings of many words when this aspect was addressed in instruction. However, accuracy or fluency of word decoding did not vary according to whether word meaning was known. We examine theoretical and practical implications of these findings.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Montreal)
Grant or Contract Numbers: N/A