Effects of instruction on derivingword meaning from context and incidental word learning

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4 Citations (Scopus)

Abstract

The effect of instruction on deriving word meaning from written context and incidental word learning was assessed in a randomised experiment. The experimental programme, based on the direct instruction of a strategy, produced neither a significant improvement of the skill of deriving word meaning from context, nor did the incidental word learning rate of the fourth grade, below-average readers increase. An effect of instruction on the skill of deriving word meaning from context and incidental word learning has historically been difficult to achieve; hence, an effect on vocabulary growth in the long run seems premature at this stage.

Original languageEnglish
Pages (from-to)37-57
Number of pages21
JournalL1 Educational Studies in Language and Literature
Volume2
Issue number1
DOIs
Publication statusPublished - Jan 2002
Externally publishedYes

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