Overlapping vocabulary and comprehension: Context clues complement semantic gradients

Reading Teacher

Volumn 61, Issue 3, 2007, Pages 249-254

  Greenwood, Scott C ^a   Flanigan, Kevin ^a  

^a WEST CHESTER UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 36348976288     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.61.3.5     Document Type: Review

References (7)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Blachowicz, C.Z., & Fisher, P.J. (2006). Teaching vocabulary in all classrooms. Upper Saddle River, NJ: Pearson Education.
3. Davis, F.B. (1944). Fundamental factors of comprehension in reading. Psychometrika, 9, 185-197.
4. Frebody, P., & Anderson, R.C. (1983). Effects of vocabulary difficulty, text cohesion, and schema availability on reading comprehension. Reading Research Quarterly, 18, 277-294.
5. Nagy, W.E., & Anderson, R.C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304-330.
6. Pearson, P.D., & Gallagher, M. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344.
7. Stahl, S.A., & Nagy, W.E. (2006). Teaching word meanings. Mawhah, NJ: Erlbaum.