The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Learning Words from Context
Open accessAbstract
Made available in DSpace on 2010-12-21T22:39:43Z (GMT). No. of bitstreams: 3 ctrstreadtechrepv01984i00319_opt.pdf: 550251 bytes, checksum: 527415185f79e8c89240329e3c9a9ba6 (MD5) ctrstreadtechrepv01984i00319_tei.xml: 95204 bytes, checksum: fcf0a1073986c76622e170dd250d7fcf (MD5) license.txt: 4924 bytes, checksum: 09e9f63a96b1a6d0405b83d57199700c (MD5) Previous issue date: 1984
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Secondly, learners need to meet an unknown word many times before it is learned (Nagy, Herman and Anderson, 1985; Nagy, Anderson and Herman, 1987; Shu, Anderson and Zhang, 1995; Nation 2001: 237).”
From At what rate do learners learn and retain new vocabulary from reading a graded reader? (2003) · cites this paper as Nagy, Herman and Anderson, 1985
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“which supports claims that contextualized, incidental exposure to new words leads to vocabulary learning [62,63]”
From The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us (2021) · cites this paper as [62]
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Certain Language Skills in Children
Templin, M. C. (1957) · University of Minnesota Press eBooks · doi:10.5749/j.ctttv2st · Cited by 916
Clark, E. V. (1973) · Elsevier eBooks · doi:10.1016/b978-0-12-505850-6.50009-8 · Cited by 848
Carey, S. E. (1978) · Medical Entomology and Zoology · Cited by 670
Techniques in Teaching Vocabulary
Allen, V. F. (1983) · Cited by 333
Anderson, R. C., & Freebody, P. R. (1982) · Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) · Cited by 241
Self-citationSemantic development : The state of the art
Carey, S. E. (1982) · Medical Entomology and Zoology · Cited by 134
Vocabulary development in the classroom
Deighton, L. C. (1964) · Cited by 57
The Acquisition of Word Meaning
Miller, G. A. (1978) · Child Development · doi:10.2307/1128739 · Cited by 52
The rationale, development, and standardization of a basic word vocabulary test.
Dupuy, H. J. (1974) · PsycEXTRA Dataset · doi:10.1037/e415662004-001 · Cited by 40
The Reading Method of Acquiring Vocabulary
Sachs, H. J. (1943) · The Journal of Educational Research · doi:10.1080/00220671.1943.10881183 · Cited by 14
Sutton, M., & Doane, P. (1939) · Medical Entomology and Zoology · Cited by 3
Research works printed but not linked: 18
- Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.
- Anderson, R. C., & Freebody, P. (1983). Reading comprehension and the assessment and acquisition of word knowledge. In B. Hutson (Ed.), Advances in reading/language research (pp. 231-256). Greenwich, CT: JAI Press.
- Beck, I., McKeown, M., & McCaslin, F. (1983). All contexts are not created equal. Elementary School Journal, 83, 177-181.
- Boettcher, J. (1980). Fluent readers' strategies for assigning meaning to unfamiliar words in context. Unpublished doctoral dissertation, University of Minnesota. (University Microfilms International: Catalog No. 80-19516).
- In E. Wanner & L. Gleitman (Eds.), Language acquisition: The state of the art (pp. 345-389). Cambridge: Cambridge University Press.
- Carroll, B., & Drum, P. (1983). Definitional gains for explicit and implicit context clues. In J. Niles & L. Harris (Eds.), Searches for meaning in reading/language processing and instruction (pp. 158-162). Rochester, NY: The National Reading Conference.
- Clark, E. (1973). What's in a word: On the child's acquisition of semantics in his first language. In T. Moore (Ed.), Cognitive development and the acquisition of language (pp. 65-110). New York: Academic Press.
- Durkin, D. (1979). What classroom observations reveal about reading instruction. Reading Research Quarterly, 14, 481- 533.
- Eichholz, G., & Barbe, R. (1961). An experiment in vocabulary development. Educational Research Bulletin, 40, 1-7, 28.
- Freebody, P., & Anderson, R. (1983). Effects on text comprehension of differing proportions and locations of difficult vocabulary. Journal of Reading Behavior, 15, 19- 39.
- Gentner, D. (1975). Evidence for the psychological reality of semantic components: The verbs of possession. In D. A. Norman & D. E. Rumelhart (Eds.), Explorations in cognition (pp. 211-246). San Francisco: W. H. Freeman & Co. Gibbons, Ho (1940). The ability of college freshman to construct the meaning of a strange word from the context in which it appears. Journal of Experimental Education, 9, 29-33.
- Gipe, J. (1979). Investigating techniques for teaching word meanings. Reading Research Quarterly, 14, 624-644.
- Jenkins, Jo, Stein, M., & Wysocki, K. (in press). Learning vocabulary through reading. American Educational Research Journal.
- Johnson, D., Toms-Bronowski, S., & Pittelman, S. (in press). The investigation of the effectiveness of semantic mapping and semantic feature analysis on vocabulary acquisition and retention. Reading Research Quarterly.
- McKeown, M., Beck, I., Omanson, R., & Perfetti, Co (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15, 3-18.
- Nagy, W., & Anderson, R. (1984). The number of words in printed school English. Reading Research Quarterly, 19, 304-330.
- Nagy, W., & Herman, P. (in review). Limitations of vocabulary instruction. Urbana: University of Illinois.
- Rankin, E., & Overholzer, Bo (1969). Reaction of intermediate grade children to contextual clues. Journal of Reading Behavior, 2, 50-73.
Cited by
Sorted by citations
Landauer, T. K., & Dumais, S. T. (1997) · Psychological Review · doi:10.1037/0033-295x.104.2.211 · Cited by 6,282
Stanovich, K. E. (1986) · Reading Research Quarterly · doi:10.1598/rrq.21.4.1 · Cited by 5,222
Research Methods in Applied Linguistics
(2021) · Research methods in applied linguistics · doi:10.1075/rmal · Cited by 2,782
Vocabulary in Language Teaching
Meyer, L. L., & Schmitt, N. (2002) · TESOL Quarterly · doi:10.2307/3588334 · Cited by 1,449
We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis
KRASHEN, S. (1989) · The Modern Language Journal · doi:10.1111/j.1540-4781.1989.tb05325.x · Cited by 1,274
Metadata
- Authors
- Nagy, W. E., Herman, P. A., & Anderson, R. C.
- Affiliations
- University of Illinois Urbana-Champaign (US)
- Venue
- Reading Research Quarterly
- Publisher
- JSTOR
- Published
- 1985
- Volume
- 20
- Issue
- 2
- Pages
- 233
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2027676989
- Cited by
- 1,249
- References
- 11
- Citations by year
- 2026: 23 · 2025: 35 · 2024: 27 · 2023: 36 · 2022: 65 · 2021: 35 · 2020: 76 · 2019: 52 · 2018: 41 · 2017: 47 · 2016: 72 · 2015: 72 · 2014: 71 · 2013: 55 · 2012: 59
- FWCI
- 23.85
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Reading Research Quarterly (publishedVersion)
- Illinois Digital Environment for Access to Learning and Scholarship (University of Illinois at Urbana-Champaign) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- vocabulary development, incidental learning, reading comprehension, elementary school students, eighth grade students, expository texts, narrative texts, vocabulary knowledge, vocabulary acquisition
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
