Impact of Reading Purpose on Incidental Word Learning From Context
Bibliographic Data
| ID | 4503012 |
|---|---|
| Authors | M S L Swanborn (University of Amsterdam), Kees De Glopper (0000-0002-5849-6593, University of Groningen) |
| Year | 2002 |
| Volume | 52 |
| Issue | 1 |
| Pages | 95-117 |
| Publication date | 2002-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1467-9922.00178 |
| OpenAlex | W2144144600 |
| Language | EN |
| Citations received | 16 |
Children read texts for various reasons. We examined how reading texts for different purposes affected amounts of incidental word learning. Grade 6 students were asked to read texts for fun, to learn about the topic of the text, and for text comprehension. Proportions of words learned incidentally while reading ranged from .06 for free reading to .08 when reading for text comprehension to .10 when reading to learn about the topic. Level of reading ability was a significant factor in all conditions. Low-ability readers hardly learned any words incidentally; high-ability readers defined up to 27 of every 100 unknown words when reading for text comprehension. Implications for future research on incidental word learning and reading instruction are discussed
Cognitive psychology · Comprehension · Context (archaeology) · Learning to read · Linguistics · Reading (process) · Reading comprehension · Word (group theory) · Word recognition · Educational Methods and Analysis · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
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An Investigation of Incidental Vocabulary Acquisition in Relation to Learner Proficiency Level and Word Frequency
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| Unique citing works | 16 |
|---|---|
| Citations per year | 0,73 |
| Citation span | 2004 - 2025 (22) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |