Learning Vocabulary Through Reading

  • Jenkins J
  • Stein M
  • Wysocki K
N/ACitations
Citations of this article
134Readers
Mendeley users who have this article in their library.
Get full text

Abstract

This study examined the hypothesis that new vocabulary knowledge can be acquired through incidental learning of word meanings from context. Fifth graders of two reading abilities read passages containing unfamiliar words. Students were randomly assigned to different numbers of context presentations: 0, 2, 6, or 10 passages read over several days. Half of the unfamiliar words were informally taught before their appearance in the passages. Word meanings were learned from context, and more frequent presentation in context increased learning. Also, better readers profited more from context than did less skilled readers, and prior exposure (informal teaching) resulted in greater learning. Vocabulary effects were also observed on a measure of reading comprehension. Whether incidental learning accounts for vocabulary growth is discussed.

Cite

CITATION STYLE

APA

Jenkins, J. R., Stein, M. L., & Wysocki, K. (1984). Learning Vocabulary Through Reading. American Educational Research Journal, 21(4), 767–787. https://doi.org/10.3102/00028312021004767

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free