Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 7 |
Descriptor
| Knowledge Level | 7 |
| Semantics | 7 |
| Grade 7 | 6 |
| Middle School Students | 4 |
| Difficulty Level | 3 |
| Vocabulary Development | 3 |
| English | 2 |
| Evaluation Methods | 2 |
| Foreign Countries | 2 |
| Grade 6 | 2 |
| Grade 8 | 2 |
| More ▼ | |
Source
| ETS Research Report Series | 1 |
| Educational Psychology | 1 |
| Exceptional Children | 1 |
| International Association for… | 1 |
| International Educational… | 1 |
| Language Assessment Quarterly | 1 |
| Online Submission | 1 |
Author
| Bejar, Isaac I. | 1 |
| Collins-Thompson, Kevyn | 1 |
| Crosson, Amy C. | 1 |
| Deane, Paul | 1 |
| Fernandes, Paula | 1 |
| Fred H. Bess | 1 |
| Frishkoff, Gwen | 1 |
| Gabriella Reynolds | 1 |
| Ifenthaler, Dirk, Ed. | 1 |
| Isaias, Pedro, Ed. | 1 |
| Krystal L. Werfel | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 5 |
| Journal Articles | 4 |
| Collected Works - Proceedings | 1 |
| Reports - Descriptive | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Grade 7 | 7 |
| Elementary Education | 6 |
| Junior High Schools | 6 |
| Middle Schools | 6 |
| Secondary Education | 6 |
| Grade 6 | 3 |
| Intermediate Grades | 3 |
| Grade 8 | 2 |
| Adult Education | 1 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| More ▼ | |
Audience
Location
| Alabama | 1 |
| Arizona | 1 |
| Arkansas | 1 |
| Brazil | 1 |
| California | 1 |
| China | 1 |
| Connecticut | 1 |
| Florida | 1 |
| Georgia | 1 |
| Idaho | 1 |
| Illinois | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Clinical Evaluation of… | 1 |
| Gates MacGinitie Reading Tests | 1 |
| Test of Nonverbal Intelligence | 1 |
| Test of Word Reading… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGabriella Reynolds; Krystal L. Werfel; Sarah Hudgins; Stephen Camarata; Fred H. Bess – Exceptional Children, 2024
The purpose of this study was to evaluate the types of spelling errors made by children with mild to moderate hearing loss (CMMHL) compared with children with typical hearing (TH) and to determine if types of spelling errors were related to linguistic or audiologic factors. CMMHL and TH completed measures of spelling, spoken language, speech…
Descriptors: Spelling, Error Patterns, Hearing Impairments, Correlation
Download full textNam, SungJin; Frishkoff, Gwen; Collins-Thompson, Kevyn – International Educational Data Mining Society, 2017
We show how the novel use of a semantic representation based on Osgood's semantic differential scales can lead to effective features in predicting short- and long-term learning in students using a vocabulary learning system. Previous studies in students' intermediate knowledge states during vocabulary acquisition did not provide much information…
Descriptors: Predictor Variables, Vocabulary Development, Semantics, Intelligent Tutoring Systems
Crosson, Amy C.; McKeown, Margaret G.; Ward, Arthur K., Jr. – Language Assessment Quarterly, 2019
The purpose of this research is to develop a vocabulary assessment, Evaluation of Academic Vocabulary or "EAV," that gauges students' depth of knowledge of academic words and is sensitive to vocabulary growth in the context of literacy interventions. We report results from two studies with native English-speaking middle school students…
Descriptors: Knowledge Level, Academic Language, Evaluation Methods, Literacy
Vaz-Rebelo, Piedade; Fernandes, Paula; Morgado, Julia; Monteiro, António; Otero, José – Educational Psychology, 2016
This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were…
Descriptors: Foreign Countries, Grade 7, Grade 12, Beliefs
Oosterhof, Albert – Online Submission, 2012
Declarative knowledge involves being able to state and explain characteristics, terminologies, properties, phenomena, concepts, principles, and techniques. Chi and Ohlsson (2005) characterize it as the dominant form of knowledge, maintaining that it does not involve isolated units but rather is organized as semantic networks, theories, schemas, or…
Descriptors: Science Education, Grade 7, Cognitive Ability, Schemata (Cognition)
Deane, Paul; Lawless, René R.; Li, Chen; Sabatini, John; Bejar, Isaac I.; O'Reilly, Tenaha – ETS Research Report Series, 2014
We expect that word knowledge accumulates gradually. This article draws on earlier approaches to assessing depth, but focuses on one dimension: richness of semantic knowledge. We present results from a study in which three distinct item types were developed at three levels of depth: knowledge of common usage patterns, knowledge of broad topical…
Descriptors: Vocabulary, Test Items, Language Tests, Semantics
Sampson, Demetrios G., Ed.; Spector, J. Michael, Ed.; Ifenthaler, Dirk, Ed.; Isaias, Pedro, Ed. – International Association for Development of the Information Society, 2013
These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the…
Descriptors: Conference Papers, Cognitive Processes, Learning Processes, Short Term Memory
