Læs mere om ordtilegnelse

Se en oversigt over tekster der bygger direkte på projektet her.


Baumann, J., Edwards, E., Boland, E., Olejnik, S., & Kame’enui, E. (2003). Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’ Ability to Derive and Infer Word Meanings. American Educational Research Journal, 40(2), 447–494.

Beck, I. L., & McKeown, M. G. (2013). Bringing Words to Life, Second Edition, Robust Vocabulary Instruction (2. ed.). Guilford Publications.

Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The Effects of Morphological Instruction on Literacy Skills A Systematic Review of the Literature. Review of Educational Research, 80(2), 144–179.

Brink, L. (1979) Ordforrådets omfang og vækst. I Jansen og Lund (red.):  Børnenes sprog – sprogene omkring børn. København: Hans Reitzel.

Buch-Iversen, I. (2010). Betydningen av inferens for leseforståelse: effekter av inferenstrening. Universitetet i Stavanger, Nasjonalt senter for leseopplæring og leseforskning, Humanistisk fakultet, Stavanger.

Cain, K. (2007). Deriving word meanings from context: does explanation facilitate contextual analysis? Journal of Research in Reading, 30(4), 347–359.

Cain, K., & Oakhill, J. (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? L’Année Psychologique, 114(04), 647–662.

Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity. Journal of Educational Psychology, 96(4), 671–681.

Cain, K., Oakhill, J. V., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30(03), 681–694.

Carlisle, J. F. (2007). Fostering morphological processing, vocabulary development, and reading comprehension. In R. K. Wagner, A. E.; Muse, & K. R. ; Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 78–103). Guilford Press; US.

Carlisle, J. (2010). Effects of instruction in morphological awareness on literacy achievement: An integrative review. Reading Research Quarterly, 45(4), 464–487.

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21.

Fukkink, R. G., & de Glopper, K. (1998). Effects of instruction in deriving word meaning from context: A meta-analysis. Review of Educational Research, 68(4), 450–469.

Martin-Chang, S., Ouellette, G., & Madden, M. (2014). Does poor spelling equate to slow reading? The relationship between reading, spelling, and orthographic quality. Reading and Writing, 27(8), 1485–1505.

Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24(2), 237–270.

Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566.

Perfetti, C. (2007). Reading Ability: Lexical Quality to Comprehension. Scientific Studies of Reading, 11(4), 357–383.

Ricketts, J., Bishop, D. V., Pimperton, H., & Nation, K. (2011). The role of self-teaching in learning orthographic and semantic aspects of new words. Scientific Studies of Reading, 15(1), 47-70.

Rosenthal J., Ehri, L. C. (2011). Pronouncing new words aloud during the silent reading of text enhances fifth graders' memory for vocabulary words and their spellings Reading and Writing. 24: 921-950.

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218.

Shefelbine, J. L. (1990). Student factors related to variability in learning word meanings from context. Journal of Reading Behavior, 22(1), 71–97.