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dc.contributor.authorMcNamara, Helen.en_US
dc.date.accessioned2009-07-09T18:49:21Z
dc.date.available2009-07-09T18:49:21Z
dc.date.issued1991-07-09T18:49:21Z
dc.identifier.urihttp://hdl.handle.net/10464/2118
dc.description.abstractThis study examined the effectiveness of context on the acquisition of new vocabulary for good and poor readers. Twentyeight Grade Three children, fourteen good readers and fourteen poor readers, took part in a word-learning task within three conditions: (1) strong sentence context, (2) weak sentence context, and (3) list condition. The primary hypothesis was that poor readers would show less learning in the list condition than good readers and that there would be no difference in the amount of learning in the sentence conditions. Results revealed that: (a) Words are read faster in sentence contexts than in 1 ist contexts; (b) more learning or greater improvement in performance occurs in list contexts and weak sentence contexts as opposed to strong sentence contexts; and (c) that most of these differences can be attributed to the build-up of meaning in sentences. Results indicated that good and poor readers learned more about words in all three condi tions. More learning and greater performance occurred in the list condition as opposed to the two sentence conditions for both subject groups. However, the poor readers learned significantly more about words in both the list condition and the weak sentence condition than the good readers.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectVocabulary.en_US
dc.subjectContext (Linguistics)en_US
dc.subjectLanguage acquisition.en_US
dc.subjectThird grade (Education)en_US
dc.subjectReading (Primary)--Ability testing.en_US
dc.titleThe effect of context on the acquisition of vocabulary in good and poor readersen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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