Knowledge and Skills Statement
Research
1. Ilter, I. (2019). The efficacy of context clue strategy instruction on middle grades students' vocabulary development. Research in Middle Level Education, 42(1). Retrieved from https://www.tandfonline.com/doi/full/10.1080/19404476.2018.1554522?scroll=top&needAccess=true
Summary: This study compares the effectiveness of context clue strategy instruction to wide reading practices in terms of their impact on the vocabulary. Sixth grade students were selected for the study; students selected for the experimental group were taught how to use context cues to infer meaning. Direct instruction was used to present the concept to the students. The results suggest that teaching students how to infer meaning from context clue is an instructional strategy that positively impacts the level of student achievement in reading.
2. Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237–270. Accessed online at https://journals.sagepub.com/doi/abs/10.3102/00028312024002237
Summary: This study investigated incidental learning of word meanings from context during normal reading. A total of 352 students in third, fifth, and seventh grades read either expository or narrative passages selected from grade-level textbooks and were tested on their knowledge of difficult words from the passages. Small but reliable gains in knowledge of words from the passages read were found at all grade and ability levels.