NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Captioned Television as Comprehensible Input: Effects of Incidental Word Learning from Context for Language Minority Students.
Peer reviewed Peer reviewed
Neuman, Susan B.; Koskinen, Patricia – Reading Research Quarterly, 1992
Analyzes whether comprehensible input via captioned television influences acquisition of science vocabulary and concepts using 129 bilingual seventh and eighth graders. Finds that comprehensible input is a key ingredient in language acquisition and reading development. (MG)
Descriptors: Bilingual Students, Captions, Grade 7, Grade 8
Educational Effects of a Vocabulary Intervention on Preschoolers' Word Knowledge and Conceptual Development: A Cluster-Randomized Trial
Peer reviewed Peer reviewed
Direct linkDirect link
Neuman, Susan B.; Newman, Ellen H.; Dwyer, Julie – Reading Research Quarterly, 2011
The purpose of this study was to examine the hypothesis that helping preschoolers learn words through categorization may enhance their ability to retain words and their conceptual properties, acting as a bootstrap for self-learning. We examined this hypothesis by investigating the effects of the World of Words instructional program, a supplemental…
Descriptors: Preschool Children, Disadvantaged Youth, Vocabulary Development, Intervention
On Forests and Trees: A Response to Klingner.
Peer reviewed Peer reviewed
Neuman, Susan B.; Koskinen, Patricia – Reading Research Quarterly, 1993
Responds to criticisms raised in another article in this issue concerning a study of incidental word learning among second-language learners viewing captioned television. Suggests that the criticisms fail to "see the forest for the trees." Responds to specific methodological criticisms. (RS)
Descriptors: Bilingual Students, Junior High Schools, Language Acquisition, Reading Comprehension