Combining morphological and contextual strategy instruction to enhance word learning

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Standard

Combining morphological and contextual strategy instruction to enhance word learning. / Nielsen, Anne-Mette Veber; Daugaard, Hanne Trebbien; Scavenius, Christoffer; Juul, Holger.

I: International Journal of Educational Research, Bind 112, 101920, 2022.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Nielsen, A-MV, Daugaard, HT, Scavenius, C & Juul, H 2022, 'Combining morphological and contextual strategy instruction to enhance word learning', International Journal of Educational Research, bind 112, 101920. https://doi.org/10.1016/j.ijer.2021.101920

APA

Nielsen, A-M. V., Daugaard, H. T., Scavenius, C., & Juul, H. (2022). Combining morphological and contextual strategy instruction to enhance word learning. International Journal of Educational Research, 112, [101920]. https://doi.org/10.1016/j.ijer.2021.101920

Vancouver

Nielsen A-MV, Daugaard HT, Scavenius C, Juul H. Combining morphological and contextual strategy instruction to enhance word learning. International Journal of Educational Research. 2022;112. 101920. https://doi.org/10.1016/j.ijer.2021.101920

Author

Nielsen, Anne-Mette Veber ; Daugaard, Hanne Trebbien ; Scavenius, Christoffer ; Juul, Holger. / Combining morphological and contextual strategy instruction to enhance word learning. I: International Journal of Educational Research. 2022 ; Bind 112.

Bibtex

@article{16170b81123043ffb336ea04a93fc2f4,
title = "Combining morphological and contextual strategy instruction to enhance word learning",
abstract = "Effects of a 28-lesson teacher-delivered vocabulary program aimed at enhancing word learning in Danish 4th graders are reported. The program had a combined focus on morphological and contextual strategies that may support word learning during independent reading of school texts. Students in experimental classes progressed more than controls on trained skills, and they scored significantly higher on most posttest measures of word learning. Unexpectedly, effects on word learning were largest for morphologically opaque words. For transparent words, experimental students tended to ignore context clues and rely solely on morphological information. We conclude that the combination of morphological and contextual strategies has the potential to enhance word learning if the challenge of integrating the two strategies is overcome.",
author = "Nielsen, {Anne-Mette Veber} and Daugaard, {Hanne Trebbien} and Christoffer Scavenius and Holger Juul",
year = "2022",
doi = "10.1016/j.ijer.2021.101920",
language = "English",
volume = "112",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Combining morphological and contextual strategy instruction to enhance word learning

AU - Nielsen, Anne-Mette Veber

AU - Daugaard, Hanne Trebbien

AU - Scavenius, Christoffer

AU - Juul, Holger

PY - 2022

Y1 - 2022

N2 - Effects of a 28-lesson teacher-delivered vocabulary program aimed at enhancing word learning in Danish 4th graders are reported. The program had a combined focus on morphological and contextual strategies that may support word learning during independent reading of school texts. Students in experimental classes progressed more than controls on trained skills, and they scored significantly higher on most posttest measures of word learning. Unexpectedly, effects on word learning were largest for morphologically opaque words. For transparent words, experimental students tended to ignore context clues and rely solely on morphological information. We conclude that the combination of morphological and contextual strategies has the potential to enhance word learning if the challenge of integrating the two strategies is overcome.

AB - Effects of a 28-lesson teacher-delivered vocabulary program aimed at enhancing word learning in Danish 4th graders are reported. The program had a combined focus on morphological and contextual strategies that may support word learning during independent reading of school texts. Students in experimental classes progressed more than controls on trained skills, and they scored significantly higher on most posttest measures of word learning. Unexpectedly, effects on word learning were largest for morphologically opaque words. For transparent words, experimental students tended to ignore context clues and rely solely on morphological information. We conclude that the combination of morphological and contextual strategies has the potential to enhance word learning if the challenge of integrating the two strategies is overcome.

U2 - 10.1016/j.ijer.2021.101920

DO - 10.1016/j.ijer.2021.101920

M3 - Journal article

VL - 112

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

M1 - 101920

ER -

ID: 287178334