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Deriving word meanings from context: does explanation facilitate contextual analysis?

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Deriving word meanings from context: does explanation facilitate contextual analysis? / Cain, Kate.
In: Journal of Research in Reading, Vol. 30, No. 4, 11.2007, p. 347-359.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Cain, K 2007, 'Deriving word meanings from context: does explanation facilitate contextual analysis?', Journal of Research in Reading, vol. 30, no. 4, pp. 347-359. https://doi.org/10.1111/j.1467-9817.2007.00336.x

APA

Cain, K. (2007). Deriving word meanings from context: does explanation facilitate contextual analysis? Journal of Research in Reading, 30(4), 347-359. https://doi.org/10.1111/j.1467-9817.2007.00336.x

Vancouver

Cain K. Deriving word meanings from context: does explanation facilitate contextual analysis? Journal of Research in Reading. 2007 Nov;30(4):347-359. doi: 10.1111/j.1467-9817.2007.00336.x

Author

Cain, Kate. / Deriving word meanings from context: does explanation facilitate contextual analysis?. In: Journal of Research in Reading. 2007 ; Vol. 30, No. 4. pp. 347-359.

Bibtex

@article{cfe2475eade143bd9cec87f77164a3c6,
title = "Deriving word meanings from context: does explanation facilitate contextual analysis?",
abstract = "The ability to derive the meanings of words from supportive story contexts was studied in 45 seven-eight-year-olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback on its accuracy. A second group was given feedback first and asked to explain how the experimenter knew the correct answer. A third (control) received feedback only. In general, practice lead to improved performance, with an increased number of children in all groups using the story context to derive meanings for the novel words in a post-intervention test. Children in the two explanation groups made the greatest gains in definition accuracy. The implications for teaching vocabulary learning skills are discussed.",
author = "Kate Cain",
note = "For the final version of this paper, please contact k.cain@lancs.ac.uk The definitive version is available at www.blackwell-synergy.com (c) Blackwell 2007.",
year = "2007",
month = nov,
doi = "10.1111/j.1467-9817.2007.00336.x",
language = "English",
volume = "30",
pages = "347--359",
journal = "Journal of Research in Reading",
issn = "1467-9817",
publisher = "John Wiley & Sons, Ltd (10.1111)",
number = "4",

}

RIS

TY - JOUR

T1 - Deriving word meanings from context: does explanation facilitate contextual analysis?

AU - Cain, Kate

N1 - For the final version of this paper, please contact k.cain@lancs.ac.uk The definitive version is available at www.blackwell-synergy.com (c) Blackwell 2007.

PY - 2007/11

Y1 - 2007/11

N2 - The ability to derive the meanings of words from supportive story contexts was studied in 45 seven-eight-year-olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback on its accuracy. A second group was given feedback first and asked to explain how the experimenter knew the correct answer. A third (control) received feedback only. In general, practice lead to improved performance, with an increased number of children in all groups using the story context to derive meanings for the novel words in a post-intervention test. Children in the two explanation groups made the greatest gains in definition accuracy. The implications for teaching vocabulary learning skills are discussed.

AB - The ability to derive the meanings of words from supportive story contexts was studied in 45 seven-eight-year-olds. Children read short stories each containing a different novel word and defined the word at the end of each story. There were three intervention sessions. One group was asked to justify their definition and subsequently received feedback on its accuracy. A second group was given feedback first and asked to explain how the experimenter knew the correct answer. A third (control) received feedback only. In general, practice lead to improved performance, with an increased number of children in all groups using the story context to derive meanings for the novel words in a post-intervention test. Children in the two explanation groups made the greatest gains in definition accuracy. The implications for teaching vocabulary learning skills are discussed.

U2 - 10.1111/j.1467-9817.2007.00336.x

DO - 10.1111/j.1467-9817.2007.00336.x

M3 - Journal article

VL - 30

SP - 347

EP - 359

JO - Journal of Research in Reading

JF - Journal of Research in Reading

SN - 1467-9817

IS - 4

ER -