Word Learning during Reading: Effects of Language Ability in School-Age Children

Autor/inn/en	Hill, Margaret S.; Wagovich, Stacy A.; Manfra, Louis
Titel	Word Learning during Reading: Effects of Language Ability in School-Age Children
Quelle	In: Communication Disorders Quarterly, 39 (2017) 1, S.270-280 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740117702457
Schlagwörter	Vocabulary Development; Language Aptitude; Learning Processes; Oral Language; Nouns; Verbs; Pretests Posttests; Quasiexperimental Design; Incidental Learning; Language Skills; Elementary School Students; Story Reading; Reading Processes; Disadvantaged; Secondary School Students; Language Tests; Intelligence Tests; Verbal Ability; Semantics; Multiple Choice Tests; Achievement Tests; Statistical Analysis; Correlation; Scores; Reading Tests; Missouri; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Sprachbegabung; Spracheignung; Learning process; Lernprozess; Oral interpretation; Mündlicher Sprachgebrauch; Inzidentelles Lernen; Language skill; Sprachkompetenz; Leseprozess; Sekundarschüler; Language test; Sprachtest; Intelligence test; Intelligenztest; Mündliche Leistung; Semantik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Korrelation; Lesetest
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01