A Developmental Model for Speed of Reading in Grades Three through Six

Singer, Harry

doi:10.2307/746972

Cited by 22 publications

(14 citation statements)

References 4 publications

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“…The relationship between vocabulary and comprehension has been known for quite some time through various correlational and factor analytic studies (e.g., Davis, 1944Davis, , 1968Singer, 1965;Spearitt, 1972). The assertion that there is a causal relationship between vocabu-lary and comprehension has been referred to as the instrumentalist hypothesis, which "claims that vocabulary knowledge is directly and importantly in the causal chain resulting in text comprehension" (Anderson & Freebody, 1981, p. 81).…”

Section: Research On Vocabulary Instruction and Text Comprehensionmentioning

confidence: 99%

Teaching morphemic and contextual analysis to fifth‐grade students

Baumann

Edwards

Font

et al. 2002

Reading Research Quarterly

164

155

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S This study explored the effects of instruction in morphemic analysis (select prefixes) and contextual analysis (select context clue types). Four classes of fifth‐grade students were assigned to a morphemiconly, context‐only, or combined morphemic‐context experimental group or to an instructed control group. Following twelve 50‐minute lessons, students were tested on their ability to recall the meanings of words used to teach the morphemic and contextual analysis skills (lesson words), to infer the meanings of uninstructed words that contained taught morphemic elements or words that were embedded in text that included taught context clues (transfer words), and to comprehend text containing transfer words. The results indicated that (a) there was an immediate and delayed effect of morphemic and contextual analysis instruction for lesson words; (b) there was an immediate effect of morphemic and contextual analysis instruction for transfer words; (c) there was no evidence that instruction in morphemic or contextual analysis, either in isolation or combination, enhanced students' text comprehension; and, (d) students were generally just as effective at inferring word meanings when the morphemic and contextual analysis instruction was provided in combination as when the instruction was provided separately. Este estudio exploró los efectos de la enseñanza de análisis morfológico (seleccionar prefijos) yanálisis contextual (seleccionar pistas contextuales). Cuatro cursos de estudiantes de quinto grado fueron asignados a tres grupos experimentales: morfológico, contextual o morfológico‐contextualcombinado, o a un grupo de control. Luego de 12 clases de 20 minutos, se evaluó a los estudiantes en la capacidad para recordar los significados de las palabras usadas para enseñar habilidadesde análisis morfológico y contextual (palabras de la lección), para inferir los significados de palabras no enseñadas que contenían elementos morfológicos ya vistoso palabras contenidas en textos que incluían pistas contextuales enseñadas (palabras de transferencia) y por último, comprender textos que contenían palabras de transferencia. Los resultados indicaron que (a) hubo un efecto inmediato y diferido de la enseñanza de análisis morfológico y contextual para las palabras de la lección, (b) hubo un efectoinmediato de la enseñanza de análisis morfológico y contextual para las palabras de transferencia, (c) no se obtuvo evidencia de que la enseñanza de análisis morfológicoo contextual, ya sea en forma aislada o combinada, mejorara la comprensión de textos y (d) los estudiantes fueron igualmente eficaces para inferir los significados de las palabras cuando la enseñanzade análisis morfológico y contextual se impartió en forma aislada, que cuando se realizó en forma combinada. Diese Studie untersuchte die Unterrichtsauswirkungen in morphemischerAnalyse (Vorwort‐Auswahl) und kontextualer Analyse (Kontexthinweis‐Auswahl). Vier Klassen der fünften Stufe wurden entweder nur morphemischen, nur kontextualen, oder einer kombiniert morphemisc...

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Section: Research On Vocabulary Instruction and Text Comprehensionmentioning

confidence: 99%

Teaching morphemic and contextual analysis to fifth‐grade students

Baumann

Edwards

Font

et al. 2002

Reading Research Quarterly

164

155

View full text Add to dashboard Cite

show abstract

“…Although the relationship between vocabulary and reading comprehension was recognised many decades ago (Davis, 1944;Thurstone, 1946;Singer, 1965;Spearitt, 1972), it was the Report of the National Reading Panel (NICHD, 2000) that refocused teachers' attention on the importance of vocabulary to both reading acquisition (learning to read) and reading comprehension. Being able to transform letters into words through decoding is of no use if those words do not have meaning: vocabulary knowledge is a key component of comprehension.…”

Section: Vocabularymentioning

confidence: 99%

Teaching Reading: Why the “Fab Five” should be the “Big Six”

Konza

2014

AJTE

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“…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.…”

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confidence: 99%