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The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties

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

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The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. / Cain, Kate; Oakhill, Jane V.; Elbro, Carsten.
In: Journal of Child Language, Vol. 30, No. 3, 08.2003, p. 681-694.

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

Harvard

Cain, K, Oakhill, JV & Elbro, C 2003, 'The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties', Journal of Child Language, vol. 30, no. 3, pp. 681-694. https://doi.org/10.1017/S0305000903005713

APA

Cain, K., Oakhill, J. V., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(3), 681-694. https://doi.org/10.1017/S0305000903005713

Vancouver

Cain K, Oakhill JV, Elbro C. The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language. 2003 Aug;30(3):681-694. doi: 10.1017/S0305000903005713

Author

Cain, Kate ; Oakhill, Jane V. ; Elbro, Carsten. / The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. In: Journal of Child Language. 2003 ; Vol. 30, No. 3. pp. 681-694.

Bibtex

@article{7826dda4c40243b69ae9934ea5c097a0,
title = "The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties",
abstract = "This study investigated young children's ability to use narrative contexts to infer the meanings of novel vocabulary items. Two groups of 15 seven- to eight-year olds participated: children with normally developing reading comprehension skill and children with weak reading comprehension skill. The children read short stories containing a novel word and were required to produce a meaning for the novel word, both before and after its useful defining context. The proximity of the novel word to this context was manipulated. The results supported the hypothesis that children with weak reading comprehension skills are impaired in their ability to integrate information within a text, particularly when that information is non-adjacent and the processing demands are, therefore, high. Analysis of the error data revealed a similar pattern of types of errors for both groups: children with poor reading comprehension were not more likely to produce a thematically inappropriate response than their skilled peers.",
author = "Kate Cain and Oakhill, {Jane V.} and Carsten Elbro",
year = "2003",
month = aug,
doi = "10.1017/S0305000903005713",
language = "English",
volume = "30",
pages = "681--694",
journal = "Journal of Child Language",
issn = "0305-0009",
publisher = "Cambridge University Press",
number = "3",

}

RIS

TY - JOUR

T1 - The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties

AU - Cain, Kate

AU - Oakhill, Jane V.

AU - Elbro, Carsten

PY - 2003/8

Y1 - 2003/8

N2 - This study investigated young children's ability to use narrative contexts to infer the meanings of novel vocabulary items. Two groups of 15 seven- to eight-year olds participated: children with normally developing reading comprehension skill and children with weak reading comprehension skill. The children read short stories containing a novel word and were required to produce a meaning for the novel word, both before and after its useful defining context. The proximity of the novel word to this context was manipulated. The results supported the hypothesis that children with weak reading comprehension skills are impaired in their ability to integrate information within a text, particularly when that information is non-adjacent and the processing demands are, therefore, high. Analysis of the error data revealed a similar pattern of types of errors for both groups: children with poor reading comprehension were not more likely to produce a thematically inappropriate response than their skilled peers.

AB - This study investigated young children's ability to use narrative contexts to infer the meanings of novel vocabulary items. Two groups of 15 seven- to eight-year olds participated: children with normally developing reading comprehension skill and children with weak reading comprehension skill. The children read short stories containing a novel word and were required to produce a meaning for the novel word, both before and after its useful defining context. The proximity of the novel word to this context was manipulated. The results supported the hypothesis that children with weak reading comprehension skills are impaired in their ability to integrate information within a text, particularly when that information is non-adjacent and the processing demands are, therefore, high. Analysis of the error data revealed a similar pattern of types of errors for both groups: children with poor reading comprehension were not more likely to produce a thematically inappropriate response than their skilled peers.

U2 - 10.1017/S0305000903005713

DO - 10.1017/S0305000903005713

M3 - Journal article

VL - 30

SP - 681

EP - 694

JO - Journal of Child Language

JF - Journal of Child Language

SN - 0305-0009

IS - 3

ER -