Vocabulary Instruction and Reading Comprehension. Technical Report No. 431 [electronic resource] / William E. Nagy.
This paper synthesizes research on vocabulary learning and vocabulary instruction to provide teachers with a basis for using different techniques of vocabulary instruction to improve reading comprehension. The limitations of traditional definition and context-based instruction are discussed in the p...
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| Corporate Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1988.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED300781 | ||
| 100 | 1 | |a Nagy, William E. | |
| 245 | 1 | 0 | |a Vocabulary Instruction and Reading Comprehension. Technical Report No. 431 |h [electronic resource] / |c William E. Nagy. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1988. | ||
| 300 | |a 30 p. | ||
| 500 | |a ERIC Document Number: ED300781. | ||
| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: OEG-0087-C1001. |5 ericd. | ||
| 500 | |a ERIC Note: For an expanded version of this report which appears as "Teaching Vocabulary To Improve Reading Comprehension," see CS 009 329. |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:300781. | ||
| 520 | |a This paper synthesizes research on vocabulary learning and vocabulary instruction to provide teachers with a basis for using different techniques of vocabulary instruction to improve reading comprehension. The limitations of traditional definition and context-based instruction are discussed in the paper, and principles are outlined which explain why, how, and when teachers can use more intensive vocabulary activities effectively. The paper does not just present specific new techniques for instruction, but also describes how approaches to vocabulary instruction such as integration, repetition, and meaningful use of words contribute to reading comprehension. The information furnished in this paper is intended to provide teachers with a basis for making use of, and effectively adapting, a range of different instructional techniques. The paper argues that large scale vocabulary growth comes about through a combination of instruction, incidental encounters with words, and sheer volume of reading. Four figures are included, and 45 references are attached. (RS) | ||
| 650 | 0 | 7 | |a Context Clues. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 1 | 7 | |a Reading Research. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 1 | 7 | |a Vocabulary Development. |2 ericd. |
| 650 | 1 | 7 | |a Vocabulary Skills. |2 ericd. |
| 710 | 2 | |a University of Illinois at Urbana-Champaign. |b Center for the Study of Reading. | |
| 710 | 2 | |a Bolt, Beranek, and Newman. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED300781.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED300781 |h Other scheme |i web |n 1 |