Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods

References

• Askov E. N., Kamm K. Context cues: should we teach children to use a classification system in reading?. Journal of Educational Research 1976; 69: 341–344
   Web of Science ®Google Scholar
• Barrett M. T., Graves M. F. A vocabulary program for junior high school remedial readers. Journal of Reading 1981; 25: 146–150
   Google Scholar
• Beck I. L., Perfetti C. A., McKeown M. G. Effects of long‐term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology 1982; 74: 506–521
   Web of Science ®Google Scholar
• Bird H., Franklin S., Howard D. Age of acquisition and imageability ratings for a large set of words, including verbs and function words. Behaviour Research Methods, Instruments, and Computers 2001; 33: 73–79
   PubMedGoogle Scholar
• Bishop D. V. M. Expression, Reception and Recall of Narrative Instrument (ERRNI). Psychological Corporation, London 2003
   Google Scholar
• Buikema J. L., Graves M. F. Teaching students to use context cues to infer word meanings. Journal of Reading 1993; 36: 450–457
   Google Scholar
• Byrne B., Delaland C., Fielding‐Bernsley R., Quain P., Samuelsson S., Hoien T., Corley R., DeFries J. C., Wadsworth S., Willcutt, Olson R. K. Longitudinal twin study of early reading development in three countries: preliminary results. Annals of Dyslexia 2002; 52: 49–73
   Web of Science ®Google Scholar
• Cain K., Oakhill J. V., Lemmon K. Individual differences in the inference of word meanings from context: the influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology 2004; 96: 671–681
   Web of Science ®Google Scholar
• Carnine D., Kameenui E. J., Coyle G. Utilization of contextual information in determining the meaning of unfamiliar words. Reading Research Quarterly 1984; 19: 188–204
   Web of Science ®Google Scholar
• Carroll J. M., Snowling M. J., Hulme C., Stevenson J. The development of phonological awareness in pre‐school children. Developmental Psychology 2003; 39: 913–923
   PubMed Web of Science ®Google Scholar
• Collins A. M., Loftus E. F. A spreading activation theory of semantic processing. Psychological Review 1975; 82: 407–428
   Web of Science ®Google Scholar
• Collins A. M., Quillian M. R. Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behaviour 1969; 8: 240–247
   Google Scholar
• Dunn L. M., Dunn L. N., Whetton C., Burley J. The British Picture Vocabulary Scale. NFER‐Nelson, Windsor 1997, 2nd edn
   Google Scholar
• Eichholz G., Barbe R. An experiment in vocabulary development. Educational Research Bulletin 1961; 15: 1–7
   Google Scholar
• Elley W. B. Vocabulary acquisition from listening to stories. Reading Research Quarterly 1989; 24: 174–187
   Web of Science ®Google Scholar
• Gipe J. Investigating techniques for teaching word meanings. Reading Research Quarterly 1979; 14: 624–644
   Web of Science ®Google Scholar
• Goerrs B. L., Beck I. L., McKeown M. G. Increasing remedial students' ability to derive word meaning from context. Journal of Reading Psychology 1999; 20: 151–175
   Google Scholar
• Hagley F. Suffolk Reading Scale. NFER‐Nelson, Windsor 1987
   Google Scholar
• Hanf M. B. Mapping: a technique for translating reading into thinking. Journal of Reading 1971; 14: 225–230
   Google Scholar
• Jenkins J. R., Matlock B., Slocum T. A. Two approaches to vocabulary instruction: the teaching of individual word meanings and practice in deriving word meanings from context. Reading Research Quarterly 1989; 24: 215–235
   Web of Science ®Google Scholar
• Kameenui E. J., Carnine D. W., Freschi R. Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall. Reading Research Quarterly 1982; 17: 367–388
   Web of Science ®Google Scholar
• Kurdek L. A., Sinclair R. J. Predicting reading and mathematics achievement in fourth‐grade children from kindergarten readiness scores. Journal of Educational Psychology 2001; 93: 451–455
   Web of Science ®Google Scholar
• Laws G. Contributions of phonological memory, language comprehension and hearing to the expressive language of adolescents and young adults with Down syndrome. Journal of Child Psychology and Psychiatry 2004; 45: 1085–1095
   PubMed Web of Science ®Google Scholar
• Leong C. K., Simmons D. R., Izatt‐Gambell M. The effect of systematic training in elaboration on word meaning and prose comprehension in poor readers. Annals of Dyslexia 1990; 40: 192–215
   PubMedGoogle Scholar
• Locke J. L. The Child's Path to Spoken Language. Harvard University Press, Cambridge, MA 1993
   Google Scholar
• Mayo E. The Human Problems of an Industrial Civilization. Macmillan, New York, NY 1933
   Google Scholar
• McKeown M. G. The acquisition of word meanings from context by children of high and low ability. Reading Research Quarterly 1985; 20: 482–496
   Web of Science ®Google Scholar
• McKeown M. G., Beck I. L., Omanson R. C., Perfetti C. A. The effects of long‐term vocabulary instruction on reading comprehension: a replication. Journal of Reading Behaviour 1983; 15: 3–18
   Web of Science ®Google Scholar
• McKeown M. G., Beck I. L., Omanson R. C., Pople M. T. Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly 1985; 20: 522–535
   Web of Science ®Google Scholar
• Muter V., Hulme C., Snowling M. J., Stevenson J. Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology 2005; 40: 665–681
   Google Scholar
• Nagy W. E., Anderson R. C., Herman P. A. Learning word meanings from context during normal reading. American Educational Research Journal 1987; 24: 237–270
   Web of Science ®Google Scholar
• Neale M. D. Neale Analysis of Reading Ability — Revised. NFER‐Nelson, Windsor 1997
   Google Scholar
• Nippold M. A. Lexical learning in school‐age children, adolescents, and adults: a process where language and literacy converge. Journal of Child Language 2002; 29: 474–478
   PubMedGoogle Scholar
• Oetting J. B., Rice M. L., Swank L. K. Quick incidental‐learning (QUIL) of words by school‐age‐children with and without SLI. Journal of Speech and Hearing Research. 1995; 38: 434–445
   Google Scholar
• Pathberg J. P., Graves M. F., Stibbe M. A. Effects of active teaching and practice in facilitating students' use of context cues. Changing Perspectives on Research in Reading/Language Processing and Instruction, J. A Niles, L. A Harris. National Reading Conference, Rochester, NY 1984; 146–151, Thirty‐third yearbook of the National Reading Conference
   Google Scholar
• Plomin R., Dale P. S. Genetics and early language development: a UK study of twins. Speech and Language Impairments in Children: Causes, Characteristics, Intervention and Outcome, D. V. M Bishop, L. B Leonard. Psychology Press, Philadelphia, PA 2000; 35–51
   Google Scholar
• Schwartz R. M., Raphael T. E. Instruction in the concept of definition as a basis for vocabulary instruction. Reading Teacher 1985; 39: 198–205
   Web of Science ®Google Scholar
• Shaywitz B. A., Holford T. R., Holahan J. M., Fletcher J. M., Stuebing K. K., Francis D. J., Shaywitz S. E. A Matthew effect for IQ but not for reading — results from a longitudinal study. Reading Research Quarterly 1995; 30: 894–906
   Web of Science ®Google Scholar
• Shefelbine J. L. Student factors related to variability in learning word meanings from context. Journal of Reading Behaviour 1990; 22: 71–97
   Web of Science ®Google Scholar
• Stahl S. A., Fairbanks M. M. The effects of vocabulary instruction: a model‐based meta‐analysis. Review of Educational Research 1986; 56: 72–110
   Web of Science ®Google Scholar
• Stevens J. P. Applied Multivariate Statistics for the Social Sciences. Laurence Erlbaum, Mahwah, NJ 2002, 4th edn
   Google Scholar
• Stothard S. E., Snowling M. J., Bishop D. V. M., Chipchase B. B., Kaplan C. A. Language‐impaired preschoolers: a follow‐up into adolescence. Journal of Speech, Language and Hearing Research 1998; 41: 407–418
   PubMed Web of Science ®Google Scholar
• Tomasello M. Acquiring syntax is not what you think. Speech and Language Impairments in Children, D. V. M Bishop, L. B Leonard. Psychology Press, Hove 2000; 1–16
   Google Scholar
• Tomesen M., Aarnoutse C. Effects of an instructional programme for deriving word meanings. Educational Studies 1998; 24: 107–128
   Web of Science ®Google Scholar
• Whitehurst G. J., Lonigan C. J. Child development and emerging literacy. Child Development 1998; 3: 848–872
   Google Scholar