“…Pimi HARMON ASA LONG-STANDING ISSUE IN LITERACY RESEARCH, vocabulary studies have /\ focused on the number of words students need to know to keep up with JL JL language growth (Anderson & Nagy, 1992;Nagy & Anderson, 1984), effects of vocabulary knowledge on reading comprehension (Beck, McKeown, & Omanson, 1987; Davis as cited in Baumann & Kameenui, 1991;Nagy, 1988;Singer, 1965), instructional procedures that promote vocabulary knowledge (Beck et al, 1987;Graves, 1987;Stahl & Fairbanks, 1986), and the influence of context and wide reading on vocabulary growth and development (Anderson & Nagy, 1992;Herman, Anderson, Pearson, & Nagy, 1987;Jenkins, Stein, & Wysocki, 1984;Nagy, 1988;Nagy, Herman, & Anderson, 1985). Few, if any, studies have focused on the learner's perspective about strategies for constructing word meanings and the nature of these strategies in self-selected reading events.…”