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• W1545623346 abstract "A study was conducted to examine the data collected by previous researchers on the degree of helpfulness of natural contexts. In this study two schemes of context cue types were compared on the basis of their contribution to word meaning acquisition, and their relationship to other text and word properties was explored. Subjects were 352 children (third, fifth, and seventh graders) who had served as subjects in previous research. All texts were taken from grade-level books and were clas_ified as easy or hard texts based on judgments of how familiar the topic was for each group. There were two narrative texts and two expository texts assigned to each grade level. From each text, the most difficult words were selected as target words. Each context cue category was analyzed by two judges and each target word was analyzed in two ways. Although there were no significant main effects, the results indicated that strength and explicitness of cues interacted significantly with other text and word factors. Findings imply that the relevant question might not be whether presence and strength of such cues contribute to word learning from context, but instead, what the conditions are under which a reader would be more likely to utilize any cues present to infer the meaning of an unknown word. (Four figures and 12 tables of data are included and 19 references are attached.) (MG) *********************************** ********* **** ********* ************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * * ******* ***************************************** ***** ***************** L1 CENTER FOR THE STUDY OF READING Technical Report No. 531 r.9 THE ROLE OF CONTEXTUAL INFORMATION IN WORD MEANING ACQUISITION Cr: DURING NORMAL READING Irene-Anna N. Diakidoy Richard C. Andersen 7eZ University of Illinois at Urbana-Cluimpaign April 1991 University of Illinois at Urbana-Champaign 51 Gerty Drive Champaign, Illinois 61820 -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY a4444,Lit-carikTO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) S DEPARTMENT OF EDUCATION e Educatgre. ReSeart ane ImprOvemenf E DUCA TtOrtmi RESOURCES 1NFORMA TiON CENTER ERICI ga-ofrt, s oc ument has bear. reproducer:, as from IN. pPrsO,^ or orga,zat.oh tevnatmg MI nor r tranvs ha.e teen macte U mp,ove qoproducton PO,n1S ve* nr oprnrche stall 4:1 #5 0(J( u men7 dur nof neresseroy rep, pspnl Lstftf, DE Rr pof,ITIon or Dehrv The work upon which this publication was based was supported in part by the Office of Educational Research and Improvement under Cooperative Agreement No. G0087-C1001-90 with the Reading Research and Education Center. The publication does not necessarily reflect the views of the agency supporting tt-1 research." @default.
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• W1545623346 date "1991-01-01" @default.
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• W1545623346 title "The Role of Contextual Information in Word Meaning Acquisition during Normal Reading." @default.
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