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Examining incidental word learning during reading in children: The role of context

Abstract:

From mid-childhood onwards, children learn hundreds of new words every year incidentally through reading. Yet little is known about this process, and the circumstances in which vocabulary acquisition is maximised. We examined whether encountering novel words in semantically diverse rather than semantically uniform contexts led to better learning. Children aged 10-11 read sentences containing novel words while their eye movements were monitored. Results showed a reduction in reading times over...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1016/j.jecp.2017.08.010

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Institution:
University of Oxford
Oxford college:
St John's College
Role:
Author
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Funding agency for:
Nation, K
Grant:
ES/M009998/1
Publisher:
Elsevier Publisher's website
Journal:
Journal of Experimental Child Psychology Journal website
Volume:
166
Pages:
190-211
Publication date:
2017-09-22
Acceptance date:
2018-08-18
DOI:
ISSN:
0022-0965
Source identifiers:
723928
Keywords:
Pubs id:
pubs:723928
UUID:
uuid:432f6171-dc2d-4a1b-b015-8d02ea363fcd
Local pid:
pubs:723928
Deposit date:
2017-08-23

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