Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect?

Cervetti, Gina N.; Wright, Tanya S.; Hwang, Hye-Jin

doi:10.1007/s11145-016-9628-x

Cited by 46 publications

(38 citation statements)

References 34 publications

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“…Earlier studies conducted by Corvette and his colleagues showed outperformance in comprehension, writing and vocabulary of science among students who, in addition to taking part in hands-on activities, have read scientific texts [46,47]. Another investigation led by Cervetti demonstrated a better information recall from reviewed text of students who read conceptually coherent science paragraphs compared to peers who read unassociated materials [48]. By reading texts related to STEM fields, students have the chance to acquire STEM fields-related vocabulary and use them as a tool to reflect their own understanding, which support the development of technical and theoretical ideas in learners [49].…”

Section: Stem Learning Materials and Performance In Scientific Subjectsmentioning

confidence: 99%

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

et al. 2019

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Reading practices play an important role in the learning process of students. Especially in a fast-changing world where knowledge about nature and society is in a constant state of flux, book reading helps students foster skills such as thinking, valuing, adaptability and creativity for sustainable development. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students’ academic achievement and its association with their reading passion, family socio economic condition, parental education and occupational aspiration. The empirical results show that higher grades in STEM-related subjects are predicted by reading interest (βReadbook = 0.425, p < 0.0001), with students who love reading books achieve higher score than those who take no interest in books. Remarkably, the education level of the mother strongly enhances academic performance, with β = 0.721 (p < 0.0001) in cases of mother having a university diploma or higher. Students coming from wealthy families are more likely to buy books whereas borrowing from the library is the main source of books for students who grow up in not-rich families. However, even among wealthy families, investment into buying books still rely more on personal interest, despite the aforementioned educational benefits of book reading, as evidenced by an over 7 percentage point disparity between the likelihood of purchasing books among wealthy-family students who took an interest in reading (45%) versus students of the same background who did not like to read (38.7%). The results present implications for education policy making with a vision towards United Nations’ Sustainable Development Goal 4: Quality Education.

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Section: Stem Learning Materials and Performance In Scientific Subjectsmentioning

confidence: 99%

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

et al. 2019

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“…3 refers to personalizing content and activities in ways that tap into children's prior domain knowledge and support word knowledge and text comprehension (Cervetti, Wright, & Hwang, 2016;Goldstone & Son, 2005). The noncognitive factor refers to personalizing content and activities in ways that spark interest in learning from text (Walkington & Bernacki, 2018).…”

Section: Using a Smart Design To Develop Two Approaches To Context Pementioning

confidence: 99%

“…Theoretically, CCTs are designed to help children leverage domain knowledge in science and social studies and to connect new learning from text to a preexisting schema, or knowledge structure (Ausubel, 1968;Bransford & Schwartz, 1999;Kintsch, 2009;Perfetti & Stafura, 2014). Although CCTs are not "leveled" or matched to a child's independent reading level, there is growing experimental evidence that children show greater gains in background knowledge and text comprehension during reading activities with CCTs than with leveled texts (LT) (L. T. Brown, Mohr, Wilcox, & Barrett, 2018;Cervetti et al, 2016). CCTs play a critical role in content area literacy instruction in which teachers integrate informational texts into science and social studies lessons.…”

Section: Using a Smart Design To Develop Two Approaches To Context Pementioning

confidence: 99%

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities

Kim¹,

Asher²,

Burkhauser³

et al. 2019

AERA Open

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This study employs a sequential multiple assignment randomized trial (SMART) design to develop an adaptive intervention with personalized print and digital content for kindergarten to Grade 2 children (n = 273). In Stage 1, we ask whether it is better for children to receive an adaptive intervention based on (a) 10 conceptually coherent texts or (b) 10 leveled texts on a range of topics. In Stage 2, we ask how best to encourage nonresponding children. Findings indicate that children who received either conceptually coherent texts or leveled texts performed similarly on reading comprehension posttests, while augmenting and intensifying follow-up with gamification of the app and text messages to parents improved comprehension outcomes for nonresponders. Descriptively, we find that only 26% (n = 71) of parents accessed the app, highlighting the need for better implementation procedures to increase take up of app-based digital activities.

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“…The central importance of networked conceptual knowledge in individuals’ minds for new concept acquisition has been supported in vocabulary and concept instructional and developmental studies. For instance, teaching vocabulary in clusters of related concepts and in the context of learning concepts has been shown to facilitate the learning of new, but related, concepts, including science (e.g., Cervetti et al., ; Neuman & Dwyer, ; Neuman et al., ; Neuman & Wright, ). That is, semantic relatedness of concepts is a potential asset for learning new concepts (Nagy & Hiebert, ).…”

Section: Evidence Of the Importance Of Networked Conceptual Knowledgementioning

confidence: 99%

The Conceptual Complexity of Vocabulary in Elementary‐Grades Core Science Program Textbooks

Fitzgerald

Elmore

Kung

et al. 2017

Reading Research Quarterly

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Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect?

Cited by 46 publications

References 34 publications

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

Using a Sequential Multiple Assignment Randomized Trial (SMART) to Develop an Adaptive K–2 Literacy Intervention With Personalized Print Texts and App-Based Digital Activities

The Conceptual Complexity of Vocabulary in Elementary‐Grades Core Science Program Textbooks

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