Eighth graders’ vocabulary learning from inconsiderate and considerate text

Abstract

This study examined differences in eighth graders’ vocabulary learning from two versions of contextual information in two history text passages. One version left the original passages intact; a second form of each passage was revised according to four considerate definitional features: proximity, clarity of connection, explicitness, and completeness. Subjects were tested prior to and following text readings as to their knowledge of target words on self‐report and definition measures. Results showed that the subjects scored higher on the revised versions for definitions but not for self‐reports, indicating a discrepancy between their assumed awareness and actual knowledge.