Context, Task, and Reader Effects in Children's Incidental Word Learning from Text

Autor/inn/en	de Leeuw, Linda; Segers, Eliane; Verhoeven, Ludo
Titel	Context, Task, and Reader Effects in Children's Incidental Word Learning from Text
Quelle	In: International Journal of Disability, Development and Education, 61 (2014) 3, S.275-287 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2014.934010
Schlagwörter	Foreign Countries; Elementary School Students; Reading Comprehension; Inferences; Vocabulary; Short Term Memory; Vocabulary Development; Context Effect; Experiential Learning; Prior Learning; Pretests Posttests; Reading Materials; Reading Tests; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Inference; Inferenz; Wortschatz; Kurzzeitgedächtnis; Wortschatzarbeit; Experiental learning; Erfahrungsorientiertes Lernen; Vorkenntnisse; Lesetest; Niederlande
Abstract	Incidental word learning is influenced by context, task, and reader characteristics. The present study aimed to determine the contribution and interactions of these factors for fifth-grade students. The focus was on contextual differences: words' meanings are inferred from local or global contexts. This effect was tested as a function of task: gap filling, inference questions, and summary writing in comparison with the single reading of the text. Regarding the reader, the contribution of general vocabulary knowledge and working memory was determined. The results showed that words are better learned in local than global contexts, and that the higher-level tasks (inference questions and summary writing) enhanced word learning beyond the single reading of the text, whereas gap filling did not. General vocabulary knowledge was related to overall incidental word learning from text, whereas working memory contributed to vocabulary gain from answering inference questions. One can conclude that incidental word learning from text is optimal in local contexts, when doing higher-level tasks and when general vocabulary is high. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10