Vocabulary Self-Selection: A Study of Middle-School Students' Word Selections from Expository Texts

Autor/inn/en	Harmon, Janis; Hedrick, Wanda; Wood, Karen; Gress, Michelle
Titel	Vocabulary Self-Selection: A Study of Middle-School Students' Word Selections from Expository Texts
Quelle	In: Reading Psychology an international quarterly, 26 (2005) 3, S.313-333 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Grade 8; Reading Ability; Reading Strategies + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Reading competence; Lesekompetenz; Reading strategy; Leselernstufe; Lesetechnik
Abstract	This study investigated students' decision-making as they self-selected important words from expository texts. Participants were 94 eighth graders and six adult readers. Data sources included students' written responses containing their word selections and reasons for selecting words from eight informational passages, student interviews, and word selections of adult readers. We examined the students' reasons for their word selections and compared their words with those selected by adult readers. Results indicated the following: 1) students of varying reading abilities can self-select important words in an expository passage; 2) students' reasons for selecting words differed from reasons found in related studies; and 3) variability exists across individual students and across adult readers in selecting important words in expository passages. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10