Teaching children to learn word meanings from context: A synthesis and some questions

Abstract

This article reviews 14 studies investigating approaches that aimed at teaching children to be more efficient at learning words from context. In nearly all of the studies reviewed, treatments were effective at improving children's skill in learning words from context compared to a no-treatment control. However, in the 4 studies that included a practice-only treatment, no significant differences were found between the strategy treatment and practice-only groups. These findings suggest that the effects of the treatments were due to the practice rather than to the specific strategies taught. Suggestions are made for improving research examining the effects of context-clue strategies.