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The Effects of Purpose and Frequency on Vocabulary Learning from Written Context of High and Low Ability Reading Comprehenders.
Peer reviewed Peer reviewed
Stanley, Patricia D.; Ginther, Dean W. – Reading Research and Instruction, 1991
Investigates the effects of purpose for reading and frequency of encounters with unknown words in written context on learning from context tasks performed by 119 sixth grade good and poor reading comprehenders. Finds no significant interactions, resulting at least partial support for Robert Sternberg's model of verbal comprehension. (MG)
Descriptors: Grade 6, Intermediate Grades, Models, Reading Ability
Schema and Purpose in Reading Comprehension and Learning Vocabulary from Context.
Peer reviewed Peer reviewed
Barnes, Judy A.; And Others – Reading Research and Instruction, 1989
Investigates how readers use schemata and purpose in learning vocabulary from context. Examines Sternberg's model of verbal comprehension acquisition as well as the interaction among vocabulary acquisition and components of the reading process. Finds the effects of comprehension ability and purpose are significant, while the effect of schemata is…
Descriptors: Context Effect, Grade 8, Junior High Schools, Language Acquisition
Instruction, Development, and Achievement of Struggling Primary Grade Readers
Peer reviewed Peer reviewed
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Rightmyer, Elizabeth Campbell; McIntyre, Ellen; Petrosko, Joseph M. – Reading Research and Instruction, 2006
This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no…
Descriptors: Grade 1, Primary Education, Teaching Methods, Reading Comprehension