A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

By Tanya S. Wright, Gina N. Cervetti. 2017

248 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/611b4246f9f364b577dde1512c999fce7c709fae

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Nell K. Duke
2. Kelly B. Cartwright

In Developmental and Educational Psychology

1. Nell K. Duke
2. P. David Pearson
3. Alessandra E. Ward
4. Kelly B. Cartwright

Citations in the corpus

• The Science of Reading Comprehension Instruction (2021, background): “As one might guess, research has found that teaching students the meanings of words in text supports their comprehension of that text, although there is little evidence that doing so improves comprehension overall (Wright & Cervetti, 2017).”
• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “It is less clear whether instruction in doing so improves comprehension; thus far, it appears that interventions that teach flexible use of a number of vocabulary strategies are most promising (Wright & Cervetti, 2017).”