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Direct linkFrishkoff, Gwen A.; Collins-Thompson, Kevyn; Hodges, Leslie; Crossley, Scott – Reading and Writing: An Interdisciplinary Journal, 2016
The present study asked whether accuracy feedback on a meaning generation task would lead to improved contextual word learning (CWL). Active generation can facilitate learning by increasing task engagement and memory retrieval, which strengthens new word representations. However, forced generation results in increased errors, which can be…
Descriptors: Accuracy, Feedback (Response), Word Recognition, Reading Skills
