Word learning in predictable text.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Francine R. Johnston, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Predictable text has become widely used for beginning readers but has not been the subject of much research. This study used predictable books to compare 3 reading treatments reflecting different components of a whole-to-part instructional model. In 3 first-grade classrooms, beginning readers working with isolated words in a modified word bank activity learned more words than when they worked with sentence strips. They also learned more words using sentence strips than when they simply read and reread the books. There was a significant treatment effect, justifying the theoretical position that beginning readers learn more words when those words are removed from the supportive context offered by predictable text. Students with higher levels of literacy skill learned 5 times as many words as those with lower levels. The overall number of words learned in these predictable books appears limited. These findings have important implications for the use of texts in beginning reading programs.

Additional Information

Journal of Educational Psychology, 92, 248-255.
Language: English
Date: 2000
Predictive text, Word banks, Elementary school, Teachers, Spelling, Instruction

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