Why Vocabulary Instruction Needs to Be Long-Term and Comprehensive
By E. Hiebert, M. Kamil. 2005
206 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/8b2e81828aefc9f5268fd439a0b07a0e1e5ea8af
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- E. Geva
- Peter N. Bowers
- Fataneh Farnia
- John R. Kirby
- Keiko Koda
- Sharolyn D. Pollard-Durodola
- Jorge E. Gonzalez
- Aaron B. Taylor
Citations in the corpus
- Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension among advanced EFL learners: testing direct and indirect effects (2011, background): “the current study corroborates Qian (1999), which found morphological knowledge did not contribute significantly to reading comprehension among adult ESL learners in Canadian universities, after both vocabulary size and depth were controlled for.”
- Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “Because concepts do not exist in isolation, the “knowledge hypothesis” theorizes that vocabulary knowledge accrues through understanding words via connected concepts and word relationships that are important for later comprehension (Bos & Anders, 1990; Elleman, Lindo, Morphy, & Compton, 2009; Nagy, ”
- Effects of morphological instruction on vocabulary acquisition (2010, methodology): “This metalinguistic process has garnered growing interest in the literature as an important word-learning skill (e.g., Baumann et al., 2002; Henry, 1989, 2003; Nagy, 2005; National Reading Panel, 2000; Scott, 2005; Templeton, 1989, 2004).”
- Growth and predictors of change in English language learners' reading comprehension (2013, background): “The findings regarding the long-term contribution of syntax to the rate of growth in reading comprehension are consistent with the study of Nakamoto et al. (2007) of Spanish-speaking ELLs.”