Vocabulary Instruction and Children's Comprehension of Basal Stories

Wixson, Karen K.

doi:10.2307/747712

Cited by 39 publications

(28 citation statements)

References 16 publications

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“…Some studies reported outcomes for multiple breakout groups such as male and female or provided separate measures for explicit and implicit comprehension (e.g., Nash & Snowling, 2006;Wixson, 1986). We did not have enough studies reporting these outcomes to consider them separately, so these groups were combined to compute an aggregated effect size using a procedure attributed to Nouri and Greenberg (Cortina & Nouri, 2000).…”

Section: Effect Size Codingmentioning

confidence: 98%

“…Vocabulary training studies, however, have reported variable effects between vocabulary and comprehension. Many studies have shown that vocabulary training impacts comprehension (e.g., Beck, Perfetti, & McKeown, 1982;Kameenui, Carnine, & Freschi, 1982;Stahl, 1983;Stahl & Fairbanks, 1986), whereas others have not found such effects (e.g., Pany & Jenkins, 1978;Tuinman & Brady, 1974;Wixson, 1986).…”

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confidence: 98%

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The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

Elleman

Lindo

Morphy

et al. 2009

Journal of Research on Educational Effectiveness

398

313

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Section: Effect Size Codingmentioning

confidence: 98%

mentioning

confidence: 98%

The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

Elleman

Lindo

Morphy

et al. 2009

Journal of Research on Educational Effectiveness

398

313

View full text Add to dashboard Cite

“…Second, teaching words which are not important to comprehending the text leads them to focus on individual word meanings rather than on the overall meaning of what they read. In fact, the more they focus on word meanings, the less they spend on recalling information that is important to comprehension (Wixson, 1986). Thus, to be effective, pre-reading vocabulary activities should focus on words that relate to the major ideas in a text rather than on interesting or unusual words.…”

Section: Ii) Providing Direct Instructions Of Specific Wordsmentioning

confidence: 99%

Vocabulary Knowledge of Adult ESL Learners

Mokhtar¹,

Rawian²,

Yahaya³

et al. 2010

ELT

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This study assessed Malaysian tertiary students' levels of passive and controlled active vocabulary knowledge. Two tests from the Vocabulary Levels Test were used to collect the data namely the Passive Vocabulary Test and Controlled Active Vocabulary Test. When using the test, the researchers were not particularly interested in the students' total score on the tests, but were interested more in whether the students knew enough of the high-frequency words. 360 first-and second-year university students from five diploma programs were involved in the study. The findings revealed that majority of them did not have enough vocabulary knowledge and vocabulary size to use English as their second language though formal exposure to the language had been given to them for more than 12 years. This paper, besides discussing the students' levels of passive and controlled active vocabulary knowledge and their vocabulary size, highlights the vocabulary levels and vocabulary size they should attain. The probable impact vocabulary knowledge has on the acquisition of other English language skills is another area discussed. Some recommendations for teaching approaches are also put forward.

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“…Incorporating vocabulary-building strategies within fluency interventions is one possible way to enhance the effects of reading fluency interventions on reading comprehension. One common vocabulary-building strategy is previewing vocabulary words prior to having students read material containing the targeted words (Gaskins, Ehri, & Cress, 1996;Kolton & Biemiller, 1999;Koury, 1996;Ryder & Graves, 1994;Wixson, 1986). Students are explicitly taught word meanings, and some research found that this approach improved both vocabulary acquisition and vocabulary comprehension (e.g., Gaskins et al, 1996;Koury, 1996).…”

mentioning

confidence: 99%

Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers

Hawkins

Hale

Sheeley

et al. 2010

Psychology in the Schools

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Using an adapted alternating treatments design, this study compared the effects of two intervention conditions on the reading fluency, comprehension, and comprehension rate of six high-school students reading below grade level. Students were repeatedly exposed to repeated reading (RR), repeated reading and vocabulary previewing (RR + VP), and no intervention control conditions. Dependent variables were assessed at the end of experimental sessions by using practiced passages. Both interventions had positive effects on reading performance as compared to the control condition. Results indicated that the RR + VP condition led to the greatest improvements in reading fluency for all participants. The RR + VP condition led to the highest reading comprehension levels for three participants, and the RR + VP and RR conditions resulted in similar comprehension levels for the other three participants. For five participants, reading comprehension rate was greatest under the RR + VP condition. Discussion focuses on future directions for research on reading interventions for high-school students. C 2010 Wiley Periodicals, Inc.

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Vocabulary Instruction and Children's Comprehension of Basal Stories

Cited by 39 publications

References 16 publications

The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis

Vocabulary Knowledge of Adult ESL Learners

Repeated reading and vocabulary‐previewing interventions to improve fluency and comprehension for struggling high‐school readers

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