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ERIC Number: EJ1156540
Record Type: Journal
Publication Date: 2017-Nov
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1525-7401
Word Learning during Reading: Effects of Language Ability in School-Age Children
Hill, Margaret S.; Wagovich, Stacy A.; Manfra, Louis
Communication Disorders Quarterly, v39 n1 p270-280 Nov 2017
Most vocabulary growth during the school-age years occurs incidentally. However, little is understood about the influence of language skills on word knowledge growth during reading. Using a pretest-posttest quasi-experimental design, we examined incidental word learning through reading, considering the presence/absence of supportive context and the role of language ability. Children with a range of language abilities (N = 32), aged 10 years, 6 months to 16 years, 5 months, were exposed three times to rare nouns and verbs within stories or in isolation. Small but significant knowledge gains were found for rare words encountered in context, but not for words in isolation. Language skill predicted overall word knowledge but not rate of word knowledge growth. Findings suggest children with low oral language ability are at a disadvantage in acquiring vocabulary through reading; however, the word learning process may be qualitatively similar for children with varying language skill levels.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD)
Authoring Institution: N/A
Identifiers - Location: Missouri
Identifiers - Assessments and Surveys: Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: R03DC006827