Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Context Effect | 1 |
| Elementary School Students | 1 |
| Experiential Learning | 1 |
| Foreign Countries | 1 |
| Inferences | 1 |
| Pretests Posttests | 1 |
| Prior Learning | 1 |
| Reading Comprehension | 1 |
| Reading Materials | 1 |
| Reading Tests | 1 |
| Short Term Memory | 1 |
| More ▼ | |
Source
| International Journal of… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 5 | 1 |
Audience
Location
| Netherlands | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkde Leeuw, Linda; Segers, Eliane; Verhoeven, Ludo – International Journal of Disability, Development and Education, 2014
Incidental word learning is influenced by context, task, and reader characteristics. The present study aimed to determine the contribution and interactions of these factors for fifth-grade students. The focus was on contextual differences: words' meanings are inferred from local or global contexts. This effect was tested as a function of task: gap…
Descriptors: Foreign Countries, Elementary School Students, Reading Comprehension, Inferences
