Fostering the development of vocabulary knowledge and reading comprehension through contextually-based multiple meaning vocabulary instruction

Author: 
Nelson, J. R., & Stage, S. A.
Year: 
2007

The purpose of this study was to test the effects of vocabulary instruction, using words with multiple meanings (i.e., contextually-based multiple meaning vocabulary instruction), on the vocabulary and reading comprehension of students. Over a three-month period, the treatment group received language arts instruction embedded within contextually-based multiple meaning vocabulary instruction. Students in the control group received the standard language arts instruction (non-specific treatment).

Type: 
Research
Common Core State Standards: 
Language
Foundational Skills
Instructional Strategies: 
Context Clues
Fluency
Word Analysis

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