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Reading Psychology Volume 8, 1987 - Issue 1
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Original Articles

INCIDENTAL VERSUS INTENTIONAL WORD LEARNING FROM CONTEXT

Bonnie Konopak Louisiana State University, Baton Rouge
,
Catherine Sheard Louisiana State University, Baton Rouge
,
Debbie Longman Louisiana State University, Baton Rouge
,
Barbara Lyman Louisiana State University, Baton Rouge
,
Edith Slaton Louisiana State University, Baton Rouge
,
Rhonda Atkinson Louisiana State University, Baton Rouge
&
Dana Thames Southeastern Louisiana University
 show all
Pages 7-21 | Published online: 10 Jul 2006

Citations (17)

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Read on this site (2)

BonnieC. Konopak. (1989) EFFECTS OF INCONSIDERATE TEXT ON ELEVENTH GRADERS’ VOCABULARY LEARNING. Reading Psychology 10:4, pages 339-355.
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BonnieC. Konopak. (1988) Eighth graders’ vocabulary learning from inconsiderate and considerate text. Reading Research and Instruction 27:4, pages 1-14.
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Articles from other publishers (15)

Yury Shtyrov, Margarita Filippova, Ekaterina Perikova, Alexander Kirsanov, Olga Shcherbakova & Evgeni Blagovechtchenski. (2022) Explicit encoding vs. fast mapping of novel spoken words: Electrophysiological and behavioural evidence of diverging mechanisms. Neuropsychologia 172, pages 108268.
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Yury Shtyrov, Margarita Filippova, Evgeni Blagovechtchenski, Alexander Kirsanov, Elizaveta Nikiforova & Olga Shcherbakova. (2021) Electrophysiological Evidence of Dissociation Between Explicit Encoding and Fast Mapping of Novel Spoken Words. Frontiers in Psychology 12.
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Bryor Snefjella, Nadia Lana & Victor Kuperman. (2020) How emotion is learned: Semantic learning of novel words in emotional contexts. Journal of Memory and Language 115, pages 104171.
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Barry Lee Reynolds. (2019) The effect of morphological form variation on adult first language incidental vocabulary acquisition through reading. English Teaching: Practice & Critique 18:1, pages 36-51.
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Pablo Ripollés, Josep Marco-Pallarés, Helena Alicart, Claus Tempelmann, Antoni Rodríguez-Fornells & Toemme Noesselt. (2016) Intrinsic monitoring of learning success facilitates memory encoding via the activation of the SN/VTA-Hippocampal loop. eLife 5.
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Stacy A. Wagovich, Margaret S. Hill & Gregory F. Petroski. (2015) Semantic–Syntactic Partial Word Knowledge Growth Through Reading. American Journal of Speech-Language Pathology 24:1, pages 60-71.
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Kacey L. Wochna & Barbara J. Juhasz. (2013) Context length and reading novel words: An eye-movement investigation. British Journal of Psychology 104:3, pages 347-363.
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이선영. (2012) A study on analyzing the Effect of Korean reading class using extensive reading for learners for academic purpose. Bilingual Research null:50, pages 167-192.
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Stacy A. Wagovich, Youngju Pak & Margaret D. Miller. (2012) Orthographic Word Knowledge Growth in School-Age Children. American Journal of Speech-Language Pathology 21:2, pages 140-153.
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Stacy A. Wagovich & Marilyn Newhoff. (2004) The Single Exposure. American Journal of Speech-Language Pathology 13:4, pages 316-328.
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Ricardo Rosas, Miguel Nussbaum, Patricio Cumsille, Vladimir Marianov, Mónica Correa, Patricia Flores, Valeska Grau, Francisca Lagos, Ximena López, Verónica López, Patricio Rodriguez & Marcela Salinas. (2003) Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education 40:1, pages 71-94.
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M.S.L. Swanborn & K. de Glopper. (2016) Incidental Word Learning While Reading: A Meta-Analysis. Review of Educational Research 69:3, pages 261-285.
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SUSAN KNIGHT. (2011) Dictionary Use While Reading: The Effects On Comprehension and Vocabulary Acquisition For Students Of Different Verbal Abilities. The Modern Language Journal 78:3, pages 285-299.
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STEPHEN KRASHEN. (1989) We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis. The Modern Language Journal 73:4, pages 440-464.
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Bonnie C. Konopak. (2016) Effects of Inconsiderate vs. Considerate Text on Secondary Students' Vocabulary Learning. Journal of Reading Behavior 20:1, pages 25-41.
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