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    Learning Vocabulary through Reading

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    Adlof_Storkel_ACQ.pdf (151.8Kb)
    Issue Date
    2006
    Author
    Adlof, Suzanne Marie
    Storkel, Holly L.
    Publisher
    Speech Pathology Association of Australia
    Type
    Article
    Article Version
    Scholarly/refereed, author accepted manuscript
    Published Version
    http://www.speechpathologyaustralia.org.au/publications/jcpslp
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    Abstract
    Children with early reading and vocabulary deficits often struggle in these areas across development. Although direct instruction is effective for teaching individual vocabulary words, it is time consuming, and may not be sufficient to close the vocabulary gap between good and poor readers. Instruction on deriving the meanings of unknown words from context may help to increase vocabulary knowledge in children with reading and vocabulary deficits. Toward this end, we review the research concerning factors that influence word learning from context and instructional approaches that have been shown to be effective in teaching derivational skills.
    Description
    This is the author's accepted manuscript. The original can be found at http://www.speechpathologyaustralia.org.au/publications/jcpslp
    URI
    http://hdl.handle.net/1808/19905
    Collections
    • Word & Sound Learning Lab Scholarly Works [60]
    Citation
    Adlof, S.M. & Storkel, H.L. (2006). Learning vocabulary through reading. ACQuiring Knowledge in Speech, Language, and Hearing, 8, 110-112. http://www.speechpathologyaustralia.org.au/publications/jcpslp

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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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