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Descriptors:
Phonemes; Vowels; Reading Fluency; Generalization; Elementary School Students; Grade 2; Accuracy; Word Lists; Novelty (Stimulus Dimension); Phonemic Awareness; Intervention

Abstract:
We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams ("aw," "oi," and "au") was trained in lists, and generalization was assessed to untrained words in lists, trained and untrained words in target passages, and novel words in generalization passages. A multiple probe design across vowel teams revealed generalized increases in oral reading accuracy for target words presented in both lists and passages for all 3 students on 2 vowel teams and for 1 student on all 3 vowel teams. Generalized increases in oral reading fluency in both lists and passages were found for all 3 students on the vowel team that was trained to a fluency criterion, with two students showing increases prior to training on the other two vowel teams. Implications of these results for building fluency in prerequisite phonemic awareness skills as an intervention for promoting generalized oral reading fluency are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Priming; Asians; Ethnic Stereotypes; Older Adults; Stereotypes; Mathematics Achievement; Recall (Psychology); Word Lists; Undergraduate Students; Cognitive Ability

Abstract:
Research shows that priming affects behavioral tasks; fewer studies, however, have been conducted on how social category primes affect cognitive tasks. The present study aimed to examine the effects of social category primes on math performance and word recall. It was hypothesized that Asian prime words would improve math performance and word recall whereas elderly prime words would improve math performance, but not memory. Asian primes (a math ability-relevant prime) led to an increase in math performance, as compared to a baseline measurement whereas the presentation of elderly primes did not affect math performance. In addition, elderly prime words had a lower recall rate than did Asian prime words. The current research is interpreted as showing how social category stereotypes can have potentially positive and/or negative influences on performance in testing situations. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Vocabulary; Elementary Secondary Education; Vocabulary Development; Teaching Methods; Word Lists

Abstract:
Marzano offers a brief review of research in vocabulary instruction, focusing on the concept of "tiers" to describe words used with different contexts and purposes. He then suggests teaching tools that may work to help specific student populations learn and retain those words across the K-12 curriculum.

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Descriptors:
Pretests Posttests; Experimental Groups; Control Groups; Foreign Students; Student Attitudes; Dictionaries; Academic Discourse; Computational Linguistics; Word Lists; Sentences; Vocabulary Development; Learning Strategies; Freshman Composition; Web Sites; Computer Assisted Instruction; Second Language Learning; English (Second Language); Second Language Instruction; College Students; College Instruction; Statistical Analysis; Comparative Analysis

Abstract:
This study compares the effectiveness of online textual glosses enhanced with modified corpus-extracted sentences presented in concordance lines and textual glosses enhanced with dictionary definitions drawn from an online learner's dictionary for academic vocabulary learning at higher proficiency levels. Particularly, the study aimed to determine which textual gloss technique would be most beneficial in helping intermediate to advanced language learners, who likely possess foundational receptive knowledge (i.e. they recognize the word and know the definition), gain productive knowledge of academic lexical items. While the usefulness of multimedia and pictorial glosses are not disputed, lexical items from an academic word list may not be easily glossed through these techniques, and the development of a concordance-based modality may prove beneficial for more proficient learners seeking productive vocabulary knowledge. Also investigated were learner attitudes towards the textual annotation techniques. Participants in both experimental groups exhibited post-test gains in receptive and judgment tasks, but only the concordance-based group displayed improvement on the productive assessment. Furthermore, the concordance-based group indicated that the glosses were beneficial and likely to be used for subsequent language study, while the dictionary group indicated the glosses would not be later used as the annotations were perceived as ineffective. (Contains 2 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Arithmetic; Word Lists; Listening Comprehension; Recall (Psychology); Recognition (Psychology); Task Analysis; Tests; Problem Solving; Guessing (Tests); Associative Learning; Semantics; Priming

Abstract:
In two experiments, participants studied two types of word lists. Direct lists were taken from the Deese-Roediger-McDermott (DRM) paradigm (e.g., "water", "bridge", "run") and contained words directly related to a nonpresented critical item (CI; e.g., "river", Roediger & McDermott, 1995). Mediated lists (e.g., "faucet", "London", "jog") contained words related to the CI through a nonpresented mediator. After each study list, participants completed either a recall test, a recall test with a warning about the CI, arithmetic problems, or a recognition test, or they guessed the CI. On a final recognition test, both warning and guessing decreased direct false recognition but increased mediated false recognition, an ironic effect of guessing. An initial recognition test also increased final mediated false recognition. We argue that warning and guessing tasks strengthened associative pathways to the CI, increased the accessibility of associated mediators, and increased monitoring for the CI at test. Increased monitoring was able to reduce CIs from direct, but not mediated, lists. (Contains 5 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Memory; Recognition (Psychology); Word Lists; Word Study Skills; Bias; Oral Reading; Silent Reading

Abstract:
The production effect refers to a memory advantage for items studied aloud over items studied silently. Ozubko and MacLeod (2010) used a list-discrimination task to support a distinctiveness account of the production effect over a strength account. We report new findings in this task--including negative production effects--that better fit with an attributional account of this task. According to the attributional account, list judgments are influenced by recognition memory, knowledge of the composition of the 2 lists, and a bias to attribute non-recognized items to the 1st list. Using a recognition task to eliminate these attributional influences revealed production effects consistent with either a distinctiveness or strength account. In our discussion, we consider whether the absence of production effects on implicit-memory tests and in between-group designs provides unequivocal support for a distinctiveness account over a strength account. (Contains 3 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocabulary; Workshops; Vocabulary Development; Reading Instruction; Educational Strategies; Learning Strategies; Integrated Activities; Instructional Design; Instructional Development; Teaching Methods; Word Lists; Instructional Innovation

Abstract:
This article presents strategies for integrating explicit vocabulary instruction within a reading workshop. The author begins by describing a process for involving students in word selection. The author then provides a weeklong instructional sequence using student-selected words. Finally, the author briefly examines the role of vocabulary instruction within the framework of workshop-based teaching. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Theories; Short Term Memory; Models; Recognition (Psychology); Data Analysis; Correlation; Performance; Cognitive Processes; Psychology; Word Lists; Universities

Abstract:
Theories of working memory (WM) capacity limits will be more useful when we know what aspects of performance are governed by the limits and what aspects are governed by other memory mechanisms. Whereas considerable progress has been made on models of WM capacity limits for visual arrays of separate objects, less progress has been made in understanding verbal materials, especially when words are mentally combined to form multiword units or chunks. Toward a more comprehensive theory of capacity limits, we examined models of forced-choice recognition of words within printed lists, using materials designed to produce multiword chunks in memory (e.g., "leather brief case"). Several simple models were tested against data from a variety of list lengths and potential chunk sizes, with test conditions that only imperfectly elicited the interword associations. According to the most successful model, participants retained about 3 chunks on average in a capacity-limited region of WM, with some chunks being only subsets of the presented associative information (e.g., "leather brief case" retained with "leather" as one chunk and "brief case" as another). The addition to the model of an activated long-term memory component unlimited in capacity was needed. A fixed-capacity limit appears critical to account for immediate verbal recognition and other forms of WM. We advance a model-based approach that allows capacity to be assessed despite other important processing contributions. Starting with a psychological-process model of WM capacity developed to understand visual arrays, we arrive at a more unified and complete model. (Contains 6 footnotes, 2 tables, and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Textbooks; Word Lists; Vocabulary Development; Word Frequency; English (Second Language); Second Language Learning; Phrase Structure; Receptive Language; Computational Linguistics; Course Descriptions; Instructional Materials; Language Tests; Language Variation

Abstract:
There is little dispute that formulaic sequences form an important part of the lexicon, but to date there has been no principled way to prioritize the inclusion of such items in pedagogic materials, such as ESL/EFL textbooks or tests of vocabulary knowledge. While wordlists have been used for decades, they have only provided information about individual word forms (e.g. the "General Service List" (West 1953) and the "Academic Word List" (Coxhead 2000)). This article addresses this deficiency by presenting the "'PHRAS'al 'E'xpressions List" ("PHRASE List"), a list of the 505 most frequent non-transparent multiword expressions in English, intended especially for receptive use. The rationale and development of the list are discussed, as well as its compatibility with British National Corpus single-word frequency lists. It is hoped that the PHRASE List will provide a basis for the systematic integration of multiword lexical items into teaching materials, vocabulary tests, and learning syllabuses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Verbal Learning; Memorization; Reading Difficulties; Adolescents; Intelligence Tests; Control Groups; Phonetics; Semantics; Memory; Semiotics; Recall (Psychology); Cues; Retention (Psychology); Word Lists; Statistical Analysis; Learning Disabilities; Articulation Impairments; Effect Size

Abstract:
The authors of this current study compared the memory performance of adolescent students with specific reading disabilities (RD) with that of typical adolescent readers on a newly developed verbal learning test, the "Bergen-Tucson Verbal Learning Test" (BTVLT). This multiple trial test was designed to measure memory acquisition, retention, retrieval, and forgetting rates, as well as the ability to organize and retrieve the information from memory according to the phonological (surface) and semantic (lexical) features of words. A total of 20 participants with RD and 20 control participants (mean age = 15.2 years) were matched for age, gender, and ethnicity. Results indicated that the RD group learned significantly fewer list items and did so at a slower rate than the control group. Although the participants with RD were equally able to retain information once learned, they did demonstrate inefficient elaborative rehearsal strategies. They also recalled fewer words in both the semantic and phonetic cued-recall conditions, but the effect size was significantly greater in the latter. Taken together, the data suggest that students with RD have less efficient rehearsal and encoding mechanisms but typical retention. Retrieval also appears typical except under conditions that require information to be recalled based on phonetic codes. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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