“…Unlike other test words that can be inferred using immediate context clues and accompanying illustrations, analyzing the word swap required students to comprehend the whole story and use relevant information from the larger context. As de Leeuw, Segers, and Verhoeven () asserted, word inferences from larger, global contexts tend to be more difficult than guessing from immediate, local ones. One of the seven students who correctly determined its meaning explained:Caroline Crocodile was not at all fond of her baby brother, so she took him to the Baby Shop and asked for a series of other baby animals to try out in order to find one that was just right.…”
Section: Resultsmentioning
confidence: 99%
“…This outcome highlights the importance of balancing strategy‐focused teaching and meaning‐making support during read‐alouds to develop emerging ELs’ ability to deal with global context to define a difficult word. Global inferences, which are drawn across larger text segments, require the reader to remember a larger segment of the text and link the information of several text segments to make inferences (de Leeuw et al., ). The better a reader understands a story, the more likely he or she is to use information from the larger context.…”
The importance of teacher read‐alouds in language teaching and learning has been known for years, but we know very little about how older English learners with limited English skills can benefit from this practice. The author shares how interactive read‐alouds with picture books can be designed to help emerging college learners of English as a foreign language develop word inference ability and become more independent word learners. The processes of selecting a picture book and target words for the practice and implementation of the four phases of a read‐aloud in a beginning‐level freshman English class in Taiwan are described. Findings suggest that interactive picture book read‐alouds can be a pleasurable and effective instructional practice for giving older emerging English learners tools that enable them to internalize the use of context and prior knowledge to draw inferences and further apply them independently when they confront unknown vocabulary as they read on their own.
“…Unlike other test words that can be inferred using immediate context clues and accompanying illustrations, analyzing the word swap required students to comprehend the whole story and use relevant information from the larger context. As de Leeuw, Segers, and Verhoeven () asserted, word inferences from larger, global contexts tend to be more difficult than guessing from immediate, local ones. One of the seven students who correctly determined its meaning explained:Caroline Crocodile was not at all fond of her baby brother, so she took him to the Baby Shop and asked for a series of other baby animals to try out in order to find one that was just right.…”
Section: Resultsmentioning
confidence: 99%
“…This outcome highlights the importance of balancing strategy‐focused teaching and meaning‐making support during read‐alouds to develop emerging ELs’ ability to deal with global context to define a difficult word. Global inferences, which are drawn across larger text segments, require the reader to remember a larger segment of the text and link the information of several text segments to make inferences (de Leeuw et al., ). The better a reader understands a story, the more likely he or she is to use information from the larger context.…”
The importance of teacher read‐alouds in language teaching and learning has been known for years, but we know very little about how older English learners with limited English skills can benefit from this practice. The author shares how interactive read‐alouds with picture books can be designed to help emerging college learners of English as a foreign language develop word inference ability and become more independent word learners. The processes of selecting a picture book and target words for the practice and implementation of the four phases of a read‐aloud in a beginning‐level freshman English class in Taiwan are described. Findings suggest that interactive picture book read‐alouds can be a pleasurable and effective instructional practice for giving older emerging English learners tools that enable them to internalize the use of context and prior knowledge to draw inferences and further apply them independently when they confront unknown vocabulary as they read on their own.
“…It is likely that other factors, such as written contextual variables, are also important. Currently, only a few studies have explored how qualities of written context contribute to word learning during silent reading (de Leeuw, Segers, & Verhoeven, 2014; Steele & Watkins, 2010). Our finding indicating that children with relatively weak language skills can acquire new word knowledge through silent reading is promising.…”
Most vocabulary growth during the school-age years occurs incidentally. However, little is understood about the influence of language skills on word knowledge growth during reading. Using a pretest–posttest quasi-experimental design, we examined incidental word learning through reading, considering the presence/absence of supportive context and the role of language ability. Children with a range of language abilities ( N = 32), aged 10 years, 6 months to 16 years, 5 months, were exposed three times to rare nouns and verbs within stories or in isolation. Small but significant knowledge gains were found for rare words encountered in context, but not for words in isolation. Language skill predicted overall word knowledge but not rate of word knowledge growth. Findings suggest children with low oral language ability are at a disadvantage in acquiring vocabulary through reading; however, the word learning process may be qualitatively similar for children with varying language skill levels.
“…Processing at the surface level normally relies on recognition of text features and automatic retrieval of lexical information from long-term memory. However, when decoding breaks down, the reader must use deep-level processing to access meaning cues within the text together with their prior knowledge in order to comprehend (de leeuw, Segers, & Verhoeven, 2014). For comprehension to be effective, it requires a metacognitive or third level using self-questioning to monitor meaning and to switch between automatic and conscious processing.…”
school of education, faculty of science, Health, education and engineering, university of the sunshine coast,
ABSTRACTThe prevalence of children with autism spectrum disorders appears to be on the increase and educators are becoming more aware of their educational and social needs. In particular, many students with high-functioning autism have a deficit in reading comprehension. As a consequence, there is now a greater determination by educators to design the most appropriate reading interventions to address their specific learning impairments. This article outlines a balanced instructional framework for reading comprehension intervention that includes a three-levelled structure incorporating language decoding, language comprehension and metacognitive processes. Research suggests that reading comprehension intervention should focus on reading for meaning by incorporating visual and verbal cognitive strategies to enhance the development of local and global inferencing skills. The framework highlights the need to develop language, social and self-regulation abilities in association with dialogic interaction.
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