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Vocabulary Development: All Contexts Are Not Created Equal

1983; University of Chicago Press; Volume: 83; Issue: 3 Linguagem: Inglês

10.1086/461307

1554-8279

Isabel L. Beck, Margaret G. McKeown, Ellen S. McCaslin,

Reading and Literacy Development

Previous articleNext article Vocabulary Development: All Contexts Are Not Created EqualIsabel L. Beck, Margaret G. McKeown, and Ellen S. McCaslinIsabel L. Beck Search for more articles by this author , Margaret G. McKeown Search for more articles by this author , and Ellen S. McCaslin Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 83, Number 3Jan., 1983 Article DOIhttps://doi.org/10.1086/461307 Views: 67Total views on this site Citations: 90Citations are reported from Crossref Copyright 1983 The University of ChicagoPDF download Crossref reports the following articles citing this article:Chieh-Fang Hu Two facets of context sensitivity and reading comprehension in L2 children, Reading and Writing 29 (Sep 2023).https://doi.org/10.1007/s11145-023-10477-5Gloria Pino Escobar, Alba Tuninetti, Mark Antoniou, Paola Escudero Understanding preschoolers’ word learning success in different scenarios: disambiguation meets statistical learning and eBook reading, Frontiers in Psychology 14 (Apr 2023).https://doi.org/10.3389/fpsyg.2023.1118142Nilüfer SERİN Okul Sözlüklerinde Yer Alan Örnek Cümlelerin Seçiminde Kullanılacak Ölçütler, Korkut Ata Türkiyat Araştırmaları Dergisi , no.99 (Dec 2022): 53–70.https://doi.org/10.51531/korkutataturkiyat.1179406Susan B. Neuman, Tanya Kaefer, Ashley Pinkham Incidental Word Learning Through Multiple Media, Topics in Language Disorders 42, no.44 (Oct 2022): 290–303.https://doi.org/10.1097/TLD.0000000000000293Gesa S. E. van den Broek, Eva Wesseling, Linske Huijssen, Maj Lettink, Tamara van Gog Vocabulary Learning During Reading: Benefits of Contextual Inferences Versus Retrieval Opportunities, Cognitive Science 46, no.44 (Apr 2022).https://doi.org/10.1111/cogs.13135Anne-Mette Veber Nielsen, Hanne Trebbien Daugaard, Christoffer Scavenius, Holger Juul Combining morphological and contextual strategy instruction to enhance word learning, International Journal of Educational Research 112 (Jan 2022): 101920.https://doi.org/10.1016/j.ijer.2021.101920Kevin M. Wong, Rachel M. Flynn, Susan B. Neuman L2 vocabulary learning from educational media: The influence of screen‐based scaffolds on the incidental–intentional continuum, TESOL Journal 12, no.44 (Nov 2021).https://doi.org/10.1002/tesj.641Okhee Lee Asset‐oriented framing of science and language learning with multilingual learners, Journal of Research in Science Teaching 58, no.77 (Apr 2021): 1073–1079.https://doi.org/10.1002/tea.21694Susan B. Neuman, Preeti Samudra, Kevin M. Wong Two may be better than one: Promoting incidental word learning through multiple media, Journal of Applied Developmental Psychology 73 (Mar 2021): 101252.https://doi.org/10.1016/j.appdev.2021.101252Susan B. 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