A One-Month Experiment in Teaching Context Aids in Fifth Grade

Hafner, Lawrence E.

doi:10.1080/00220671.1965.10883279

Cited by 20 publications

(10 citation statements)

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“…All five strategy studies with no effects on generalized comprehension involved instruction in one or two word-solving strategies. Two of the studies involved a treatment focused on using context clues to determine word meanings (Hafner, 1965;Tomesen & Aarnoutse, 1998). Other instructional interventions included morphology and context clues instruction (Baumann et al, 2002) and semantic ambiguity training (Zipke, Ehri, & Cairns, 2009).…”

Section: Studies Of Strategy Instructionmentioning

confidence: 99%

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Wright

Cervetti

2016

Reading Research Quarterly

180

136

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Although numerous studies have identified a correlational relationship between vocabulary and comprehension, we know less about vocabulary interventions that impact reading comprehension. Therefore, this study is a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organized around (a) type of comprehension measure (i.e., comprehension of passages that included taught words or more generalized comprehension measures) and (b) type of intervention (i.e., direct teaching of word meanings or word‐learning strategies). The authors looked for patterns in characteristics of vocabulary instruction within these analyses. Their findings led to four major themes: (1) Teaching of word meanings supported comprehension of text containing the target words in almost all cases; (2) instruction that focused on some active processing was typically more impactful than a definition or a dictionary method for supporting comprehension of text containing the target words, but we do not know how much instruction is sufficient; (3) there is very limited evidence that direct teaching of word meanings, even long‐term, multifaceted interventions of large numbers of words, can improve generalized comprehension; and (4) there is currently no empirical evidence that instruction in one or two strategies for solving word meanings will impact generalized comprehension. However, studies that actively teach students to monitor their understanding of vocabulary and to use multiple, flexible strategies for solving word meanings are a promising area for future research. The authors discuss the implications of these themes, as well as critical avenues for future vocabulary research.

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Section: Studies Of Strategy Instructionmentioning

confidence: 99%

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Wright

Cervetti

2016

Reading Research Quarterly

180

136

View full text Add to dashboard Cite

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“…As is the case with research on word parts, not all studies on teaching context clues have produced positive results. For example, studies by Hafner () and Askov and Kamm () did not show positive results, whereas studies by Buikema and Graves (), Baumann et al. (), Baumann, Edwards, et al (), and Jenkins, Matlock, and Slocum () did.…”

Section: Previous Research On Teaching Word‐learning Strategiesmentioning

confidence: 95%

Empowering Students With Word‐Learning Strategies: Teach a Child to Fish

Graves¹,

Schneider²,

Ringstaff³

2017

The Reading Teacher

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This article on word‐learning strategies describes a theory‐ and research‐based set of procedures for teaching students to use word‐learning strategies—word parts, context clues, the dictionary, and a combined strategy—to infer the meanings of unknown words. The article begins with a rationale for teaching word‐learning strategies, particularly to students with vocabularies smaller than those of many students their age. After this, the authors provide a definition of word‐learning strategies, a review of the most relevant research, and a brief description of the effects of the program. Next are descriptions of the curriculum, the instruction, and key aspects of the authors’ approach. The article concludes with a note stressing the importance of following initial instruction on word‐learning strategies with reviews, reminders, and prompts to use them over time and a description of two aspects of the program identified as particularly important by the teachers the authors worked with.

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“…Hafner (1965) reported a one-month experiment with fifthgrade students that produced no reliable difference between the experimental and control groups. Carnine, Kameenui, and Coyle (1984) used both a rule plus practice and a practice only treatment, both of which were very brief, and found that either treatment facilitated students' ability to use context in a contrived passage.…”

Section: Can Children Be Taught To Better Use Context Clues To Learn mentioning

confidence: 99%

Chapter 2: Vocabulary Learning and Instruction

Graves

1986

Review of Research in Education

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OVERVIEWThe orientation of this review is intensely practical. It is an attempt to describe what we know and what we need to learn in order to build vocabulary programs that are based on reasonably accurate empirical estimates of what students already know, what they need to learn, and what they can be taught. The scope of the review is, of course, limited. It deals largely with reading vocabulary, with studies of school-age children, and with published studies. It does not deal with the early history of vocabulary research, word recognition (a topic reviewed recently by Gough, 1984, andBaumann, 1984), with readability (a topic reviewed recently by Klare, 1984), or with word lists and word frequency (topics that have not been reviewed recently, but which were excluded because of space limitations).Two themes will emerge as the chapter progresses. One is that although we have a good deal of information relevant to vocabulary instruction, there are a number of very basic questions to which we have almost no answers. The other is that there are a number of questions for which relatively definitive answers are possible and that speculative answers to these questions are not sufficient.The first section of this chapter deals with vocabulary size, depth of word knowledge, and assessing word knowledge. The second deals with the effects of vocabulary on reading comprehension and other verbal phenomena, the third with methods of teaching individual words, the fourth with generative vocabulary instruction, and the fifth with the vocabulary instruction currently

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A One-Month Experiment in Teaching Context Aids in Fifth Grade

Cited by 20 publications

References 1 publication

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Empowering Students With Word‐Learning Strategies: Teach a Child to Fish

Chapter 2: Vocabulary Learning and Instruction

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