The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings
Abstract
This quasi-experimental study compared the effects of morphemic and contextual analysis instruction (MC) with the effects of textbook vocabulary instruction (TV) that was integrated into social studies textbook lessons. The participants were 157 students in eight fifth-grade classrooms. The results indicated that (a) TV students were more successful at learning textbook vocabulary; (b) MC students were more successful at inferring the meanings of novel affixed words; (c) MC students were more successful at inferring the meanings of morphologically and contextually decipherable words on a delayed test but not on an immediate test; and (d) the groups did not differ on a comprehension measure or a social studies learning measure. The results were interpreted as support for teaching specific vocabulary and morphemic analysis, with some evidence for the efficacy of teaching contextual analysis.
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Cites
Experimental Design: Procedures for the Behavioral Sciences
Kirk, R. (2013) · doi:10.4135/9781483384733 · Cited by 8,539
Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985) · Reading Research Quarterly · doi:10.2307/747758 · Cited by 1,249
Using SAS PROC MIXED to Fit Multilevel Models, Hierarchical Models, and Individual Growth Models
Singer, J. D. (1998) · Journal of Educational and Behavioral Statistics · doi:10.2307/1165280 · Cited by 1,092
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
Cited by
Seidel, T., & Shavelson, R. J. (2007) · Review of Educational Research · doi:10.3102/0034654307310317 · Cited by 1,259
Goodwin, A. P., & Ahn, S. (2013) · Scientific Studies of Reading · doi:10.1080/10888438.2012.689791 · Cited by 361
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
Effects of morphological instruction on vocabulary acquisition
Bowers, P. N., & Kirby, J. R. (2010) · Reading and Writing · doi:10.1007/s11145-009-9172-z · Cited by 261
McCutchen, D., & Logan, B. (2011) · Reading Research Quarterly · doi:10.1002/rrq.003 · Cited by 76
Metadata
- Authors
- Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame’enui, E. J.
- Venue
- American Educational Research Journal
- Published
- 2003-01
- Volume
- 40
- Issue
- 2
- Pages
- 447-494
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2114855071
- Cited by
- 264
- References
- 4
- FWCI
- 4.85
- Type
- journal article
- Language
- en
- Open access
- closed
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- Baumann, J. F., Edwards, E. C., Boland, E. M., Olejnik, S., & Kame’enui, E. J. (2003). Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings. American Educational Research Journal. https://doi.org/10.3102/00028312040002447
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