One avenue for developing second language (L2) vocabulary knowledge is through Extensive Reading (ER). ER can provide opportunities for incidental learning to occur. Class time is often too restricted for sufficient attention to deliberate learning (Hunt & Beglar, 2005) meaning ER is important for L2 vocabulary development. This article builds…

Results of a study using the keyword method of vocabulary learning showed increased comprehension of English vocabulary in context, as well as usage of that vocabulary in a novel context. (MKM)

Research into the reading process has shaped an understanding of how readers "make meaning" when they are engaged in a reading activity. This research has highlighted a learning triad--the reader, the text, and the context (or learning environment)--that interactively affects the manner in which the student will comprehend a particular…

A study examined the efficacy of the keyword method of vocabulary instruction by comparing it with five methods designed to increase semantic processing of the definitions of the vocabulary words. Subjects in all five experiments were college students. In the first three experiments, recall of the definitions from the vocabulary words was the…

Investigates the effectiveness of a direct instruction model for teaching children to comprehend anaphoric relationships. The results provide further support for the efficacy of a direct instructional model for teaching children reading comprehension skills. (HOD)

Instructional training packages for teachers of culturally divergent pupils were prepared and are being used with about 1,200 first graders in an experimental program. Reading Readiness skills are being taught within a classroom management framework of extrinsic reinforcement, followed by tapering schedules utilizing token reinforcement, with the…

THE RELATIVE EFFECTIVENESS OF INDUCTIVE AND DEDUCTIVE APPROACHES TO THE INSTRUCTION OF WORD ANALYSIS TASKS WAS STUDIED. A NUMBER OF PHONIC AND STRUCTURAL ANALYSIS GENERALIZATIONS, APPLIED TO THE PRONUNCIATION OF WORDS ABOVE THE PRIMARY LEVEL IN DIFFICULTY, WERE PRESENTED TO EIGHTH- AND NINTH-GRADERS OF AVERAGE MENTAL ABILITY BUT WHO WERE WEAK IN…

A series of four experiments explored a discrepancy in the findings of research regarding the use of the keyword method for learning vocabulary, specifically whether the presentation method (paced vs. unpaced) or the treatment administration (subjects in groups vs. subjects as individuals) determines its effectiveness. Two experiments involved…