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p> An experiment was conducted to investigate methods that enable college students to learn the meaning of unknown words as they read discipline-specific academic text. Forty-one college students read specific passages aloud during three sessions. Participants were randomly assigned to three vocabulary learning interventions or a control condition....
Context in source publication
Context 1
... were pretested on measures that included the vocabulary subtest of the Nelson- Denny Reading Test, the percentage of words decoded correctly during the first reading of the first passage when instruction began, and the number of words identified as unknown after the first reading of the first text. Results of ANOVAs revealed no significant differences between the group means on these measures as shown in Table 2. Mean vocabulary scores on the Nelson- Denny test favored the Strategies plus Definition and the Control groups over the other groups, with large standard deviations showing substantial individual differences among students. ...
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Citations
... The study also showed that initial low strategy users benefited the most from the training, and that the learners were picking and choosing rather than taking in all strategies being trained. Some studies focused on the instruction of metacognitive strategies (Rasekh & Ranjbary, 2003), and some on specific cognitive strategies such as memory strategies (Atay & Ozbulgan, 2007) and guessing in context (Craigo, Ehri, & Hart, 2017). All strategy instruction studies showed effectiveness in improving the retention of vocabulary and in increasing the vocabulary size of the learners involved. ...
The availability of corpora has greatly strengthened the possibilities of identifying high-frequency lexical items in a more systematic and objective man1ner than has typically been used for vocabulary instruction. This article adopts a corpus-based approach to accommodate the vocabulary instructional needs of students enrolled in university reading support courses. The adopted model identifies high-frequency interdisciplinary academic vocabulary and their functions in authentic academic language with the support of the Word and Phrase Tool (WPT). Considering academic vocabulary to be an interrelated feature of academic language, as opposed to a series of isolated items, the instructional model shows how the use of this tool, in connection with a well-designed selection process, can advance the capabilities of instructors while doing justice to the dual necessities of depth and brevity.
