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dc.contributor.authorAdlof, Suzanne Marie
dc.contributor.authorStorkel, Holly L.
dc.date.accessioned2016-02-08T20:55:22Z
dc.date.available2016-02-08T20:55:22Z
dc.date.issued2006
dc.identifier.citationAdlof, 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/jcpslpen_US
dc.identifier.urihttp://hdl.handle.net/1808/19905
dc.descriptionThis is the author's accepted manuscript. The original can be found at http://www.speechpathologyaustralia.org.au/publications/jcpslpen_US
dc.description.abstractChildren 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.en_US
dc.publisherSpeech Pathology Association of Australiaen_US
dc.relation.isversionofhttp://www.speechpathologyaustralia.org.au/publications/jcpslpen_US
dc.subjectContext cluesen_US
dc.subjectIncidental word learningen_US
dc.subjectReadingen_US
dc.subjectVocabularyen_US
dc.subjectVocabulary instructionen_US
dc.titleLearning Vocabulary through Readingen_US
dc.typeArticle
kusw.kuauthorStorkel, Holly L.
kusw.kudepartmentSpeech-Language-Hearingen_US
dc.identifier.orcidhttps://orcid.org/0000-0002-0156-7231
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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