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Direct linkMonster, Iris; Tellings, Agnes; Burk, William J.; Keuning, Jos; Segers, Eliane; Verhoeven, Ludo – Language Testing, 2021
Word knowledge acquisition is an incremental process that relies on exposure. As a result, word knowledge can broadly range from recognizing the word's lexical status, to knowing its meaning in context, and to knowing its meaning independent of context. The present study aimed to model incremental word knowledge in 1454 upper primary school…
Descriptors: Vocabulary Development, Elementary School Students, Grade 5, Task Analysis
van den Broek, Gesa S. E.; Takashima, Atsuko; Segers, Eliane; Verhoeven, Ludo – Language Learning, 2018
Learning new vocabulary from context typically requires multiple encounters during which word meaning can be retrieved from memory or inferred from context. We compared the effect of memory retrieval and context inferences on short- and long-term retention in three experiments. Participants studied novel words and then practiced the words either…
Descriptors: Language Processing, Context Effect, Vocabulary Development, Memory
Coppens, Karien M.; Tellings, Agnes; Verhoeven, Ludo; Schreuder, Robert – Journal of Speech, Language, and Hearing Research, 2013
Purpose: To address the problem of low reading comprehension scores among children with hearing impairment, it is necessary to have a better understanding of their reading vocabulary. In this study, the authors investigated whether task and word type differentiate the reading vocabulary knowledge of children with and without severe hearing loss.…
Descriptors: Hearing Impairments, Comparative Analysis, Reading Comprehension, Reading Difficulties
