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Incidental Word Learning While Reading: A Meta-Analysis

Swanborn, M.S.L., de Glopper, K.·1999·Review of Educational Research

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Abstract

A meta.analysis of 20 experiments examining incidental word learning during normal reading shows that students learn around 15% of the unknown words they encounter. A test of homogeneity indicates that study outcomes diverge, although their heterogeneity is relatively small (19%). An exploratory multi-level analysis of the variability in the results suggests that several factors affect the probability of learning an unknown word while reading: pretest sensitization, students' grade level, students' level of reading ability, the sensitivity of assessment methods to partial word knowledge, and the amount of text surrounding the target words. A model that contains students' grade level and assessment methods' sensitivity to partial word knowledge predicts 66% of the systematic variance in the effect sizes. Implications for research and instruction are discussed.

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Authors: Swanborn, M. S. L., & de Glopper, K.
Affiliations: University of Amsterdam (NL)
SCO-Kohnstamm Institute, University of Amsterdam
Venue: Review of Educational Research
Publisher: American Educational Research Association (AERA)
Published: 1999-09
Volume: 69
Issue: 3
Pages: 261-285
ISSN: 0034-6543 (ISSN-L)
1935-1046
DOI: 10.3102/00346543069003261
OpenAlex: W2152514606
Cited by: 359
References: 61
Citations by year: 2026: 11 · 2025: 8 · 2024: 9 · 2023: 7 · 2022: 8 · 2021: 16 · 2020: 35 · 2019: 11 · 2018: 11 · 2017: 31 · 2016: 21 · 2015: 17 · 2014: 24 · 2013: 16 · 2012: 22
FWCI: 1.27
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Review of Educational Research (publishedVersion)
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: incidental vocabulary learning, reading, vocabulary acquisition, out-of-vocabulary words, grade level, reading skills, assessment sensitivity, text context, reading instruction

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Incidental Word Learning While Reading: A Meta-Analysis

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