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Cited by 185

The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.

Effects of Instruction in Deriving Word Meaning from Context: A Meta-Analysis

Fukkink, R.G., de Glopper, K.·1998·Review of Educational Research
DOI 10.3102/00346543068004450
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Abstract

A meta-analysis of 21 instructional treatments aimed at enhancing the skill of deliberately deriving word meaning from context during reading shows a medium effect size of 0.43 standard deviation units (p < .000). An exploratory multilevel regression analysis shows that clue instruction appears to be more effective than other instruction types or just practice (β = 0.40). Effect size correlates negatively with class size (β = .03). Implications for instruction and future research are discussed. Future studies should investigate the effect of instruction on both the skill of deriving word meaning from context and incidental word learning to evaluate its contribution to vocabulary growth.

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Cited by

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Metadata

Authors
Fukkink, R. G., & de Glopper, K.
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
1998-12
Volume
68
Issue
4
Pages
450-469
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/00346543068004450
OpenAlex
W2131813542
Cited by
185
References
3
FWCI
0.57
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)

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Fukkink, R. G., & de Glopper, K. (1998). Effects of Instruction in Deriving Word Meaning from Context: A Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/00346543068004450

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