Beck, Perfetti, and McKeown 1982

Beck, Perfetti, and McKeown 1982

Reference
	Beck, Isabel L., Charles A. Perfetti, and Margaret G. McKeown. 1982. "Effects of long-term vocabulary instruction on lexical access and reading comprehension." Journal of Educational Psychology.

Evaluation
	Examines the relationship between knowledge of word meanings and semantic processes in a long-term vocabulary instruction experiment. Taught 27 fourth-grade children 104 words over a five-month period. Subjects followed instructions and performed tasks designed to require semantic processes, ranging from single-word semantic decisions to simple sentence verification and memory for connected text. Instructed subjects performed all tasks at a significantly higher level than control subjects did on preinstruction vocabulary knowledge and comprehension. Instructed subjects learned word meanings taught by the program and processed instructed words more efficiently in comprehension tasks.
	Discusses implications of results for vocabulary instruction and the role of individual word meanings in comprehension (abstract).

Context for this page:

Bibliography module: Beck, Perfetti, and McKeown 1982
In overview module: Bibliography (Literacy): B
In modular book: Bibliography (Literacy), by Doris Gallemore, Trudi C. Hunt, Jeanne Swanson, and Stephen L. Walter
In document collection: Reference materials
In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 18 May 1999

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