Margaret G McKeown
Biographic Data
| ID | 5180447 |
|---|---|
| NAME | Margaret G McKeown |
| GIVEN NAMES | Margaret G |
| FAMILY NAME | McKeown |
| SIGNATURE | MCKEOWN M G |
| AFFILIATIONS | University of Pittsburgh |
| ORCID | 0000-0003-3814-0888 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 156 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 8 |
Think Like a Linguist: Leveraging Multilingual Students’ Expertise about Language
In this article, we focus on a series of lessons, called Think Like a Linguist, that we designed and implemented with multilingual adolescents. These lessons were developed as an introduction to a semester‐long study on academic vocabulary and word analysis using Latin roots. Our intention in Think Like a Linguist lessons was to present concepts about language patterns and relationships by leveraging students’ diverse language backgrounds. Transc…
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents
Background Morphological analysis skill is the ability to problem‐solve meanings of unfamiliar words by applying knowledge of morphological constituents. For vocabulary words from the academic layer of English, the major, meaning‐carrying morphological contituents are Latin roots ( nov meaning ‘new’ in innovative ). The degree to which morphological analysis skill using Latin roots is susceptible to intervention and whether improvements relate to…
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grad…
Effects of vocabulary instruction on measures of language processing: Comparing two approaches
Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches
Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two‐year study in which standardized comprehension instruction for representations of two major approaches was designed and implemented. The effectiveness of the two experimental comprehension instructional conditions (Content and Strategies) and a control condition were comp…
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction
This article reports on 2 studies with kindergarten and first‐grade children from a low‐achieving elementary school that provided vocabulary instruction by the students’ regular classroom teacher of sophisticated words (advanced vocabulary words) from children’s trade books that are typically read aloud. Study 1 compared the number of sophisticated words learned between 52 children who were directly taught the words and 46 children who received n…
Giving a Text Voice Can Improve Students' Understanding
Les AA. ont essaye de produire des textes susceptibles de motiver les eleves et d'ameliorer leur comprehension du contenu principal. Des caracteristiques susceptibles de motiver les eleves ont ete retenues, parmi elles donner au texte une voix. Les AA. presentent les resultats obtenus suite a une serie de tests realises aupres d'enfants de quatrieme
The Effects of Thinking Aloud during Reading on Students' Comprehension of More or Less Coherent Text
Les As. analysent les effets de la coherence du texte et d'un reel investissement sur la comprehension, par un groupe d'etudiants, des informations fournies par un manuel. Ils presentent 2 experiences ou texte original et texte reecrit sont combine avec lecture silencieuse ou avec pensee a haute voix. La version reecrite d'un passage original du manuel permet d'augmenter la coherence du texte, et la procedure de pensee a haute voix est utilisee d…
Creating Effective Definitions for Young Word Learners
L'A. examine l'efficacite relative de definitions du dictionnaire et de definitions revisees pour aborder les problemes rencontres avec les definitions traditionnelles. Les definitions du dictionnaires ont ete analysees dans une perspective de traitement cognitif afin de definir pourquoi les jeunes apprenants ont des difficultes a utiliser ces definitions pour comprendre le sens des mots
Reply to Pressley
The Contribution of Prior Knowledge and Coherent Text to Comprehension
Afin d'examiner la relation entre la coherence interne du texte et la comprehension ecrite, les AA. ont fourni a 48 eleves du primaire le prerequis adequat avant d'en evaluer les effets sur la comprehension des versions d'un texte plus ou moins coherentes
A Longitudinal Characterization of Young Students' Knowledge of Their Country's Government
This study investigated young students' conceptions of their country's government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students' conceptions of their country's government as f…
A Longitudinal Characterization of Young Students’ Knowledge of Their Country’s Government
This study investigated young students’ conceptions of their country’s government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students’ conceptions of their country’s government as f…
Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility
Isabel L. Beck, Margaret G. McKeown, Gale M. Sinatra, Jane A. Loxterman, Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 251-276
The Assessment and Characterization of Young Learners' Knowledge of a Topic in History
Current research on learners' background knowledge has demonstrated how variations in the extent and quality of that knowledge affect learning. This paper focuses on the background knowledge that young learners bring to their study of history by characterizing students' knowledge of events leading to the American Revolution just before and a year after they study the topic in school. The characterization of student knowledge is based on patterns …
The Assessment and Characterization of Young Learners’ Knowledge of a Topic in History
Current research on learners’ background knowledge has demonstrated how variations in the extent and quality of that knowledge affect learning. This paper focuses on the background knowledge that young learners bring to their study of history by characterizing students’ knowledge of events leading to the American Revolution just before and a year after they study the topic in school. The characterization of student knowledge is based on patterns …
Toward Meaningful Accounts in History Texts for Young Learners
This examination of instructional sequences from four 5th-grade textbook series' treatments of the American Revolution is the center-piece of a larger in-depth analysis of content and presentation of commercial social studies programs for elementary grades. Our work has drawn on cognitive research on comprehension and learning in order to bring into focus issues of learning that have direct bearing on textbook content and organization. Our analys…
The Nature of vocabulary acquisition
Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words
Margaret G. McKeown, Isabel L. Beck, Richard C. Omanson, Martha T. Pople, Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words, Reading Research Quarterly, Vol. 20, No. 5 (Autumn, 1985), pp. 522-535
The Acquisition of Word Meaning from Context by Children of High and Low Ability
THE PROCESS of acquiring word meaning from context was investigated for high- and lowability children. Fifth-grade children were given a task that tested their ability to derive the meaning of an unknown word from a sequence of contexts and to use the newly learned word in subsequent contexts. Significant differences were found in favor of the high-ability group. Qualitative comparisons revealed differences in the types of errors made by each gro…
Application of Theories of Reading to Instruction
Improving the Comprehensibility of Stories: The Effects of Revisions That Improve Coherence
Isabel L. Beck, Margaret G. McKeown, Richard C. Omanson, Martha T. Pople, Improving the Comprehensibility of Stories: The Effects of Revisions That Improve Coherence, Reading Research Quarterly, Vol. 19, No. 3 (Spring, 1984), pp. 263-277
Effects of long-term vocabulary instruction on lexical access and reading comprehension.
An Instructional Redesign of Reading Lessons: Effects on Comprehension
ON A RtVISI DEUX legons de r6cit a partir d'un manuel commercial de base afin de mettre en evidence le contenu cl6 du r6cit et 61iminer les problemes potentiels de comprehension. Les revisions 6taient bas6es sur des notions concernant le r61e que jouent des connaissances pr6alables pour la comprehension et l'6tablissement de contenu de r6cit important. On a administr6 les deux leqons dans leurs formats originals et r6vis6s a 24 6tudiants par leqo…
Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches
Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two‐year study in which standardized comprehension instruction for representations of two major approaches was designed and implemented. The effectiveness of the two experimental comprehension instructional conditions (Content and Strategies) and a control condition were comp…
The Contribution of Prior Knowledge and Coherent Text to Comprehension
Afin d'examiner la relation entre la coherence interne du texte et la comprehension ecrite, les AA. ont fourni a 48 eleves du primaire le prerequis adequat avant d'en evaluer les effets sur la comprehension des versions d'un texte plus ou moins coherentes
Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility
Isabel L. Beck, Margaret G. McKeown, Gale M. Sinatra, Jane A. Loxterman, Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 251-276
Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words
Margaret G. McKeown, Isabel L. Beck, Richard C. Omanson, Martha T. Pople, Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words, Reading Research Quarterly, Vol. 20, No. 5 (Autumn, 1985), pp. 522-535
The Assessment and Characterization of Young Learners’ Knowledge of a Topic in History
Current research on learners’ background knowledge has demonstrated how variations in the extent and quality of that knowledge affect learning. This paper focuses on the background knowledge that young learners bring to their study of history by characterizing students’ knowledge of events leading to the American Revolution just before and a year after they study the topic in school. The characterization of student knowledge is based on patterns …
The Acquisition of Word Meaning from Context by Children of High and Low Ability
THE PROCESS of acquiring word meaning from context was investigated for high- and lowability children. Fifth-grade children were given a task that tested their ability to derive the meaning of an unknown word from a sequence of contexts and to use the newly learned word in subsequent contexts. Significant differences were found in favor of the high-ability group. Qualitative comparisons revealed differences in the types of errors made by each gro…
Improving the Comprehensibility of Stories: The Effects of Revisions That Improve Coherence
Isabel L. Beck, Margaret G. McKeown, Richard C. Omanson, Martha T. Pople, Improving the Comprehensibility of Stories: The Effects of Revisions That Improve Coherence, Reading Research Quarterly, Vol. 19, No. 3 (Spring, 1984), pp. 263-277
Effects of vocabulary instruction on measures of language processing: Comparing two approaches
Giving a Text Voice Can Improve Students' Understanding
Les AA. ont essaye de produire des textes susceptibles de motiver les eleves et d'ameliorer leur comprehension du contenu principal. Des caracteristiques susceptibles de motiver les eleves ont ete retenues, parmi elles donner au texte une voix. Les AA. presentent les resultats obtenus suite a une serie de tests realises aupres d'enfants de quatrieme
Toward Meaningful Accounts in History Texts for Young Learners
This examination of instructional sequences from four 5th-grade textbook series' treatments of the American Revolution is the center-piece of a larger in-depth analysis of content and presentation of commercial social studies programs for elementary grades. Our work has drawn on cognitive research on comprehension and learning in order to bring into focus issues of learning that have direct bearing on textbook content and organization. Our analys…
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grad…
The Effects of Thinking Aloud during Reading on Students' Comprehension of More or Less Coherent Text
Les As. analysent les effets de la coherence du texte et d'un reel investissement sur la comprehension, par un groupe d'etudiants, des informations fournies par un manuel. Ils presentent 2 experiences ou texte original et texte reecrit sont combine avec lecture silencieuse ou avec pensee a haute voix. La version reecrite d'un passage original du manuel permet d'augmenter la coherence du texte, et la procedure de pensee a haute voix est utilisee d…
An Instructional Redesign of Reading Lessons: Effects on Comprehension
ON A RtVISI DEUX legons de r6cit a partir d'un manuel commercial de base afin de mettre en evidence le contenu cl6 du r6cit et 61iminer les problemes potentiels de comprehension. Les revisions 6taient bas6es sur des notions concernant le r61e que jouent des connaissances pr6alables pour la comprehension et l'6tablissement de contenu de r6cit important. On a administr6 les deux leqons dans leurs formats originals et r6vis6s a 24 6tudiants par leqo…
Creating Effective Definitions for Young Word Learners
L'A. examine l'efficacite relative de definitions du dictionnaire et de definitions revisees pour aborder les problemes rencontres avec les definitions traditionnelles. Les definitions du dictionnaires ont ete analysees dans une perspective de traitement cognitif afin de definir pourquoi les jeunes apprenants ont des difficultes a utiliser ces definitions pour comprendre le sens des mots
A Longitudinal Characterization of Young Students’ Knowledge of Their Country’s Government
This study investigated young students’ conceptions of their country’s government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students’ conceptions of their country’s government as f…
Effects of long-term vocabulary instruction on lexical access and reading comprehension.
An Instructional Redesign of Reading Lessons: Effects on Comprehension
ON A RtVISI DEUX legons de r6cit a partir d'un manuel commercial de base afin de mettre en evidence le contenu cl6 du r6cit et 61iminer les problemes potentiels de comprehension. Les revisions 6taient bas6es sur des notions concernant le r61e que jouent des connaissances pr6alables pour la comprehension et l'6tablissement de contenu de r6cit important. On a administr6 les deux leqons dans leurs formats originals et r6vis6s a 24 6tudiants par leqo…
Application of Theories of Reading to Instruction
Improving the Comprehensibility of Stories: The Effects of Revisions That Improve Coherence
Isabel L. Beck, Margaret G. McKeown, Richard C. Omanson, Martha T. Pople, Improving the Comprehensibility of Stories: The Effects of Revisions That Improve Coherence, Reading Research Quarterly, Vol. 19, No. 3 (Spring, 1984), pp. 263-277
Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words
Margaret G. McKeown, Isabel L. Beck, Richard C. Omanson, Martha T. Pople, Some Effects of the Nature and Frequency of Vocabulary Instruction on the Knowledge and Use of Words, Reading Research Quarterly, Vol. 20, No. 5 (Autumn, 1985), pp. 522-535
The Acquisition of Word Meaning from Context by Children of High and Low Ability
THE PROCESS of acquiring word meaning from context was investigated for high- and lowability children. Fifth-grade children were given a task that tested their ability to derive the meaning of an unknown word from a sequence of contexts and to use the newly learned word in subsequent contexts. Significant differences were found in favor of the high-ability group. Qualitative comparisons revealed differences in the types of errors made by each gro…
The Nature of vocabulary acquisition
Toward Meaningful Accounts in History Texts for Young Learners
This examination of instructional sequences from four 5th-grade textbook series' treatments of the American Revolution is the center-piece of a larger in-depth analysis of content and presentation of commercial social studies programs for elementary grades. Our work has drawn on cognitive research on comprehension and learning in order to bring into focus issues of learning that have direct bearing on textbook content and organization. Our analys…
The Assessment and Characterization of Young Learners' Knowledge of a Topic in History
Current research on learners' background knowledge has demonstrated how variations in the extent and quality of that knowledge affect learning. This paper focuses on the background knowledge that young learners bring to their study of history by characterizing students' knowledge of events leading to the American Revolution just before and a year after they study the topic in school. The characterization of student knowledge is based on patterns …
The Assessment and Characterization of Young Learners’ Knowledge of a Topic in History
Current research on learners’ background knowledge has demonstrated how variations in the extent and quality of that knowledge affect learning. This paper focuses on the background knowledge that young learners bring to their study of history by characterizing students’ knowledge of events leading to the American Revolution just before and a year after they study the topic in school. The characterization of student knowledge is based on patterns …
Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility
Isabel L. Beck, Margaret G. McKeown, Gale M. Sinatra, Jane A. Loxterman, Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility, Reading Research Quarterly, Vol. 26, No. 3 (Summer, 1991), pp. 251-276
Reply to Pressley
The Contribution of Prior Knowledge and Coherent Text to Comprehension
Afin d'examiner la relation entre la coherence interne du texte et la comprehension ecrite, les AA. ont fourni a 48 eleves du primaire le prerequis adequat avant d'en evaluer les effets sur la comprehension des versions d'un texte plus ou moins coherentes
A Longitudinal Characterization of Young Students' Knowledge of Their Country's Government
This study investigated young students' conceptions of their country's government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students' conceptions of their country's government as f…
A Longitudinal Characterization of Young Students’ Knowledge of Their Country’s Government
This study investigated young students’ conceptions of their country’s government, with a particular interest in the concept of representation, and examined the influence of instruction and development on the formulation of these ideas. The same 26 students were interviewed before and after instruction in American history in fifth and eighth grade. Interview responses led us to characterize students’ conceptions of their country’s government as f…
Creating Effective Definitions for Young Word Learners
L'A. examine l'efficacite relative de definitions du dictionnaire et de definitions revisees pour aborder les problemes rencontres avec les definitions traditionnelles. Les definitions du dictionnaires ont ete analysees dans une perspective de traitement cognitif afin de definir pourquoi les jeunes apprenants ont des difficultes a utiliser ces definitions pour comprendre le sens des mots
The Effects of Thinking Aloud during Reading on Students' Comprehension of More or Less Coherent Text
Les As. analysent les effets de la coherence du texte et d'un reel investissement sur la comprehension, par un groupe d'etudiants, des informations fournies par un manuel. Ils presentent 2 experiences ou texte original et texte reecrit sont combine avec lecture silencieuse ou avec pensee a haute voix. La version reecrite d'un passage original du manuel permet d'augmenter la coherence du texte, et la procedure de pensee a haute voix est utilisee d…
Giving a Text Voice Can Improve Students' Understanding
Les AA. ont essaye de produire des textes susceptibles de motiver les eleves et d'ameliorer leur comprehension du contenu principal. Des caracteristiques susceptibles de motiver les eleves ont ete retenues, parmi elles donner au texte une voix. Les AA. presentent les resultats obtenus suite a une serie de tests realises aupres d'enfants de quatrieme
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction
This article reports on 2 studies with kindergarten and first‐grade children from a low‐achieving elementary school that provided vocabulary instruction by the students’ regular classroom teacher of sophisticated words (advanced vocabulary words) from children’s trade books that are typically read aloud. Study 1 compared the number of sophisticated words learned between 52 children who were directly taught the words and 46 children who received n…
Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches
Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two‐year study in which standardized comprehension instruction for representations of two major approaches was designed and implemented. The effectiveness of the two experimental comprehension instructional conditions (Content and Strategies) and a control condition were comp…
Effects of vocabulary instruction on measures of language processing: Comparing two approaches
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grad…
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents
Background Morphological analysis skill is the ability to problem‐solve meanings of unfamiliar words by applying knowledge of morphological constituents. For vocabulary words from the academic layer of English, the major, meaning‐carrying morphological contituents are Latin roots ( nov meaning ‘new’ in innovative ). The degree to which morphological analysis skill using Latin roots is susceptible to intervention and whether improvements relate to…
Think Like a Linguist: Leveraging Multilingual Students’ Expertise about Language
In this article, we focus on a series of lessons, called Think Like a Linguist, that we designed and implemented with multilingual adolescents. These lessons were developed as an introduction to a semester‐long study on academic vocabulary and word analysis using Latin roots. Our intention in Think Like a Linguist lessons was to present concepts about language patterns and relationships by leveraging students’ diverse language backgrounds. Transc…
Psychology (23 works) · Mathematics education (19 works) · Linguistics (16 works) · Reading and Literacy Development (16 works) · Computer Science (11 works) · Comprehension (10 works) · Cognitive psychology (9 works) · Pedagogy (9 works) · Philosophy (8 works) · Reading (process) (8 works)