Constructing word meanings: Strategies and perceptions of four middle school learners

Abstract

Using verbal protocols as the major methodological tool, this qualitative inquiry investigated word meaning constructions of four middle school learners during self-selected reading events where learners targeted unfamiliar words. Interviews were also used to explore learner perceptions about vocabulary acquisition. Individual case study analyses and cross-case analyses unveiled similarities and differences in how focal learners constructed meanings for self-targeted words when forced to examine context. Focal learners used multiple strategies in single encounters with new words, were not inhibited by inaccurate word meaning constructions, focused on key words and phrases as they explored content, and relied on syntax to articulate definitions. Results indicate that these middle school learners were at least aware of ways to figure out unfamiliar words. Some readers in the study processed word meanings in flexible and diverse ways, whereas others exhibited a narrow band of strategies. Perceptions about word learning and attitude toward learning new words are important considerations for understanding vocabulary learning through independent reading.