Context clue types and their prevalence in texts for Danish 3rd and 4th graders
Bibliographic Data
| ID | 21589963 |
|---|---|
| Authors | Hanne Trebbien Daugaard (University of Copenhagen, corresponding author), Anne‐Mette Veber Nielsen (0000-0001-9973-8221, University of Copenhagen), Anne-Mette Veber Nielsen (University of Copenhagen), Holger Juul (0000-0001-9056-5379, University of Copenhagen) |
| Year | 2020 |
| Volume | 34 |
| Issue | 6 |
| Pages | 487-502 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2020.1782424 |
| OpenAlex | W3044602912 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
Research suggests that readers learn about word meanings from the various contexts of words in texts. Therefore, context clue instruction is often recommended as a way of boosting students’ word learning skills. Ideally, such instruction should focus on context clue types that are common in authentic texts. We examined the prevalence of context clue types in authentic texts for Danish 3rd and 4th graders, focusing on contexts surrounding so-called Tier 2 words. A classification system with eight specific clue types was developed with inspiration from prior research, and the contexts of a sample of 150 words were analysed. We found that clues to target word meanings were present in the majority (63 pct.) of contexts. Among these helpful contexts, the most frequent clue types were Example and Cause and effect. We discuss how word type and text type may have influenced the results, and the implications for instruction are highlighted
Context effect · Danish · Indo-European languages · Linguistics · Mathematics education · Sociology · History · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
Structures, Signals, and Cognitive Processes in Context Clues
Learning Words from Context
The Development of a Classification Scheme of Contextual Aids
Closing the gap
Context Clues Are Unreliable Predictors of Word Meanings
Utilization of Contextual Information in Determining the Meaning of Unfamiliar Words
Teaching morphemic and contextual analysis to fifth‐grade students
Comprehending verbal comprehension
Vocabulary Tricks
Learning Word Meanings from Context during Normal Reading
Deriving Word Meaning from Written Context
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |