Unknown vocabulary density and reading comprehension

By M. Hu, Paul Nation. 2020

914 citations recorded by the source corpus.

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Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/c9d67579b0ea5b638d12939c1824f26dfb01a8fa

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In Developmental and Educational Psychology

Citations in the corpus

A framework for developing EFL reading vocabulary (2005, background): “Knowing 98% of the vocabulary in a text is necessary for both unassisted comprehension (Hu and Nation, 2000) and to provide enough coverage to give learners a reasonable chance to infer the meaning of unknown lexis (Hirsh and Nation, 1992).”
Vocabulary learning through reading: Does an ELT course book provide good opportunities? (2010, background): “Hu and Nation (2000) investigated the effect of four different text coverage levels (80%, 90%, 95%, and 100”
HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? (2015, background): “Learners with greater vocabulary knowledge are likely to have better reading comprehension because they are likely to know more words in a text (Hu & Nation, 2000 ; Laufer & Ravenhorst-Kalovski, 2010 ; Qian, 1999 ; Schmitt, Jiang, & Grabe, 2011 ).”
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, methodology): “These studies have found that learners needed to reach a threshold of 95% word token coverage (Laufer, 1989 ), 98–99% coverage in shorter novels (Hirsh & Nation), and 98% coverage in a fi ction text (Hu & Nation, 2000 ).”
Vocabulary size revisited: the link between vocabulary size and academic achievement (2013, background): “The choice of 98% coverage is supported by research (Hu and Nation 2000) which suggests that learners with lexical levels of knowledge giving this degree of coverage do indeed achieve comprehension levels which greater coverage levels do little to supplement.”
Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program (2003, background): “In a more recent study by Hsueh-chau and Nation (2000), the researchers estimate that most learners would need to know around 98% of the words in a text for this to occur.”
Lexical threshold revisited: Lexical text coverage, learners’ vocabulary size and reading comprehension (2010, background): “Hence, the study contains elements from Laufer (1989, 1992), Hu and Nation (2000) and Nation (2006).”
Vocabulary input through extensive reading: A comparison of words found in children's narrative and expository reading materials (2004, background): “Interestingly, several studies have also concluded that the threshold of vocabulary knowledge for adequate reading comprehension is around 95 per cent of the words in a given text (Hu and Nation 2000; Laufer 1989, 1997; Liu and Nation 1985; Wixson and Lipson 1991).”
Task effectiveness and word learning in a second language: The involvement load hypothesis on trial (2008, background): “This assumption cannot be taken for granted given that successful reading comprehension is contingent upon knowing 98% of the words in written texts (Hirsh & Nation, 1992; Hu & Nation, 2000; Nation, 2001).”
Top Ten Principles for Teaching Extensive Reading (2002, background): “Hu and Nation (2000) suggest that learners must know at least 98% of the words in a fiction text for unassisted understanding.”