Conceptual coherence, comprehension, and vocabulary acquisition: A knowledge effect?

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• 作者：Gina N. Cervetti ; Tanya S. Wright ; HyeJin Hwang
• 关键词：Knowledge ; Vocabulary ; Comprehension ; Elementary
• 刊名：Reading and Writing
• 出版年：2016
• 出版时间：April 2016
• 年：2016
• 卷：29
• 期：4
• 页码：761-779
• 全文大小：412 KB
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• 作者单位：Gina N. Cervetti (1)
  Tanya S. Wright (2)
  HyeJin Hwang (1)
  
  1. School of Education, University of Michigan, 610 E. University Avenue, Ann Arbor, MI, 48109, USA
  2. Department of Teacher Education, Michigan State University, 351 Erickson Hall, 620 Farm Lane, East Lansing, MI, 48824, USA
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Linguistics
  Languages and Literature
  Psycholinguistics
  Education
  Neurology
  Interdisciplinary Studies
  
• 出版者：Springer Netherlands
• ISSN：1573-0905

文摘

Previous research has documented the role of readers’ existing topic knowledge in supporting students’ comprehension of text; yet, we know less about how to build students’ knowledge in order to support comprehension and vocabulary learning. In the current study, we test the hypothesis that knowledge can be built and leveraged simultaneously in the interest of students’ literacy development through the use of conceptually coherent text sets. Fourth grade students (N = 59) were randomly assigned to read either a set of six informational texts that cohered around a set of concepts related to the topic birds (CC texts) or a set of texts that addressed a range of topics (NCC group texts). After reading, we assessed students’: (1) knowledge of the concepts in the conceptually coherent text set, (2) knowledge of target concept-related words that appeared in their respective text sets, (3) knowledge of general academic words that appeared in both texts sets, (4) comprehension of a novel text on a related topic, and (5) interest in the topic of the conceptually coherent texts. Results revealed that students who read the conceptually coherent texts demonstrated more knowledge of the concepts in their texts, more knowledge of the target words in their texts, and had better recall of the novel text compared to students who read unrelated texts. Findings suggest that there is potential for knowledge and vocabulary to be built during English language arts through a focus on conceptual coherence in the design of reading experiences for students.