![]() Laguna State Polytechnic University, San Pablo City, Philippines. Correlates of English vocabulary comprehension level of fourth year high school students in Calauag National High School: School year 2010-2011. Review of Educational Research, 85(1), 50–91. Vocabulary instruction in fifth grade and beyond: Sources of word learning and productive contexts for development. Journal of Classroom Interaction, 50(1), 54-72.įord-Connors, E., & Paratore, J. Re-conceptualizing “scaffolding” and the zone of proximal development in the context of symmetrical collaborative learning. University of the Philippines, Diliman, Quezon City.įernàndez, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S. Directed reading approach and reading performance and attitude of grade five pupils. Future of Children, 22(2), 55-70.Retrieved from Įsparar, J. Cognitive load theory: Research that teachers really need to understand. The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Saint Mary’s University Research Journal, 2(2), 13-22.Ĭain, K., Oakhill, J., & Elbro, C. The effectiveness of educational games in improving vocabulary among third year students in a national high school. ![]() Effects of morphological instruction on vocabulary acquisition. Retrieved from īowers, P., & Kirby, J., (2010). Successful strategies for teaching reading to middle grades English language learners. ![]() (Eds.), Handbook of research on teaching the English language arts (2nd ed., pp. ![]() Research on vocabulary instruction: Voltaire redux. Teaching morphemic and contextual analysis to fifth-grade students. Retrieved from /download/sample-chapter.pdf April 3, 2014.īaumann, J., Edwards, E., Font, G., Tereshinki, C., Kame’enui, E., & Olejnik, S., (2002). Explicit instruction: Effective and efficient teaching. Society for Research on Educational Effectiveness. Proximal effects of robust vocabulary instruction in primary and intermediate grades. New York: Longman.Īpthorp, H., McKeown, M., Igel, C., Clemons, T., Randel, B., & Clark, T. Pearson (Ed.), Handbook of Reading Research (pp.255-291). A schema-theoretic view of basic processes in reading. University of Illinois at Urbana-Champaign: Center for the Study of Reading. Schema-directed processes in language comprehension (Technical Report No. Testing and reducing L2 Vocabulary Learning Strategies Inventory using Rasch Model. This has implications for instruction, curriculum planning, pre-service and in-service teacher training, and research.Įliza Sarabia Ong, The Meridian International Learning ExperienceĪmora, J., & Bernardo, A. Overall, the findings suggest that explicit instruction in contextual and morphemic analysis is an effective method of teaching vocabulary strategies which impacts not only vocabulary but also reading comprehension. In terms of reading comprehension, the biggest increase was in the integrative level. In terms of vocabulary, contextual analysis-wise, the biggest gain was in example clues, while morphemic analysis-wise, the largest increase was in the over/under word part family. These results are generally consistent with most theoretical and empirical literature. ![]() Dependent-samples t-test results revealed a significant increase in the students’ vocabulary and reading comprehension scores. The tools used were the expert-validated and field-tested Researcher-Constructed Vocabulary Test and Researcher-Constructed Reading Comprehension Test. Explicit instruction in contextual and morphemic analysis was given through twelve expert-validated lesson plans that were implemented across 18 weeks. Participants were 38 students from two comparable Grade 4 classes. This study used a quasi-experimental, pretest-posttest within-subjects design. It also examined which aspects of vocabulary and reading comprehension would improve the most. The present study sought to find out if explicit instruction in contextual and morphemic analysis would improve vocabulary and reading comprehension. Despite these, vocabulary teaching in the classroom remains sparse. Substantial empirical research affirms this relationship. The schema theory, cognitive load theory, interactive model of reading, and lexical quality hypothesis recognizes the primacy of vocabulary in reading comprehension. The Meridian International Learning ExperienceĮxplicit instruction, vocabulary, reading comprehension, context, morphemes Abstract
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