Deriving word meaning from written context: a process analysis

Fukkink, Ruben

doi:10.1016/j.learninstruc.2004.12.002

Cited by 43 publications

(43 citation statements)

References 31 publications

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“…Carlisle, Fleming, & Gudbrandsen, 2000;Fukkink, 2005). The tasks were complex, demanding the ability to integrate information (three features of the concepts), draw conclusions about the concept, find and say the correct word.…”

Section: Discussionmentioning

confidence: 99%

Performance‐approach goals, task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

Mägi

Häidkind

Kikas

2009

Educational Psychology

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The present paper aims to examine the relationship between first grade children's performance-approach goal orientation, task-avoidant behaviours, conceptual knowledge and their achievement in maths and literacy. The sample consisted of 174 first grade children and their class teachers. Children's self reports of their performance-approach goals and avoidant behaviours as well as teacher-reports of children's avoidant behaviours were used. Our results indicate that performanceapproach goal orientation positively predicts children's self-reported taskavoidant behaviours which in turn have a negative effect on children's achievement outcomes. The negative effect of teacher-rated avoidant behaviours on children's achievement outcomes was even greater than the positive influence of children's conceptual knowledge. These results suggest that the relationships between goal-orientations, achievement behaviours and achievement outcomes start to form early in children's school career (or even before that) and that children's self-report of their achievement goals and behaviours provide a valuable knowledge already in this early age.

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Section: Discussionmentioning

confidence: 99%

Performance‐approach goals, task‐avoidant behaviour and conceptual knowledge as predictors of first graders’ school performance

Mägi

Häidkind

Kikas

2009

Educational Psychology

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“…A word-guessing test was selected for the study because such reasoning tasks are highly significant in various school subjects (e.g., Carlisle, Fleming, & Gudbrandsen, 2000;Fukkink, 2005). The word-guessing task measures the child's ability to infer the name of a concept given several of its characteristics.…”

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confidence: 99%

The Effect of Testing Condition on Word Guessing in Elementary School Children

Männamaa

Kikas

Raidvee

2007

Journal of Psychoeducational Assessment

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Elementary school children's word guessing is studied, and the results from individual and collective testing conditions are compared. The participants are 764 students from the second, third, and fourth grades (ages 8-11, 541 students from mainstream regular classes and 223 students with learning disabilities). About half of these students are collectively tested in the classroom, and half of the students are individually tested in a separate room. The psychometric properties of the test are good for both individual and collective testing conditions. Students generally score higher in the collective condition compared to the individual condition in both groups. In the control group, this tendency is apparent in all three grades, whereas in the group of students with learning disabilities, it is demonstrated only in the third grade.S tudents learn and have to apply their learned knowledge in school; also, their knowledge and skills are frequently collectively assessed in the classroom for all the students of the same class. In Estonia, such forms of testing are practiced starting from the first grade (e.g., children take dictations and paraphrase and summarize presented texts in Estonian-language lessons). As a rule, psychological assessment (e.g., for developing individual learning plans) is individually carried out in a separate room on school premises, at a counseling service or a clinic. Although there are special screening tests that are carried out in groups, some of the tests for individual assessment are occasionally collectively used in the classroom (for Estonia, see Kikas, 2006). It is widely acknowledged that test results may depend on the child's emotional state, cultural background, and motivation; however, the role of assessment condition has received somewhat less attention. Thus, the goal of the present study was to study the effect of testing condition-individual versus collective-on wordguessing performance and to compare the effects for children with specific learning disabilities and normal control group.Several studies have shown the facilitative effect of school context and the collective testing condition on the performance of academic (verbal and mathematical) tasks.

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“…However, in school, students have to predict words both from oral discourse and written texts (Carlisle et al, 2000;Fukkink, 2005;Snow et al, 1989). The testing procedure resembled the activities of typical classroom lessons in Estonia.…”

Section: Discussionmentioning

confidence: 99%

“…Superordinate terms in definitions and classifications based on taxonomic principles are preferred (Kikas, 2003;Snow et al, 1989;Watson, 1985;Wertsch, 1991). Students have to guess and understand new words both from oral discourse and written texts, the content and structure of which become more complicated with years of schooling (Carlisle, Fleming, & Gudbrandsen, 2000;Fukkink, 2005). In order to memorise increasingly large amounts of complicated information, the use of memory strategies is helpful (Folds, Footo, Guttentag, & Ornstein, 1990).…”

Section: Introductionmentioning

confidence: 99%