Vocabulary Acquisition from Listening to Stories
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An incidental focus on feedback on form by teachers during communicative classroom interaction results in significant learning.
“Elley (1989) found that an incidental focus on feedback on form by teachers during communicati v e classroom interaction resulted in significant learning.”
From The Four Strands (2007) · cites this paper as Elley (1989)
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Nation, P. (2007) · Innovation in Language Learning and Teaching · doi:10.2167/illt039.0 · Cited by 494 · see citing works
“Elley (1989) found that an incidental focus on feedback on form by”
BackgroundArnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994) · Journal of Educational Psychology · doi:10.1037/0022-0663.86.2.235 · Cited by 455 · see citing works
Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992) · Developmental Psychology · doi:10.1037/0012-1649.28.6.1106 · Cited by 381 · see citing works
Incidental Word Learning While Reading: A Meta-Analysis
Swanborn, M. S. L., & de Glopper, K. (1999) · Review of Educational Research · doi:10.3102/00346543069003261 · Cited by 359 · see citing works
Vocabulary: Questions from the classroom
BLACHOWICZ, C. L. Z., FISHER, P. J. L., OGLE, D., & WATTS‐TAFFE, S. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.4.5 · Cited by 261 · see citing works
Literacy promotion for Hispanic families in a primary care setting: A randomized, controlled trial
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Cooper, P. J., Vally, Z., Cooper, H., Radford, T., Sharples, A., Tomlinson, M., & Murray, L. (2014) · Early Childhood Education Journal · doi:10.1007/s10643-013-0591-8 · Cited by 88 · see citing works
Preliteracy Domains and Stages: Laying the Foundations for Beginning Reading
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- Authors
- Elley, W. B.
- Affiliations
- University of Canterbury (NZ)
- Corresponding author
- Elley, Warwick B.
- Venue
- Reading Research Quarterly
- Publisher
- JSTOR
- Published
- 1989
- Volume
- 24
- Issue
- 2
- Pages
- 174
- ISSN
- 0034-0553 (ISSN-L)
- OpenAlex
- W2011991919
- Cited by
- 756
- References
- 0
- Citations by year
- 2026: 8 · 2025: 12 · 2024: 10 · 2023: 17 · 2022: 19 · 2021: 28 · 2020: 30 · 2019: 32 · 2018: 23 · 2017: 24 · 2016: 32 · 2015: 36 · 2014: 48 · 2013: 40 · 2012: 34
- FWCI
- 8.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Reading Research Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- vocabulary acquisition, listening comprehension, story listening, narrative language, word learning
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.
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