词汇教学对词汇知识和技能影响的元分析

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2023-02-22 DOI:10.1080/02702711.2023.2179146

Gina N. Cervetti, Miranda S. Fitzgerald, E. Hiebert, Michael A. Hebert

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引用次数: 2

摘要

摘要我们报道了一项荟萃分析，旨在检验以下理论：直接教授学术词汇的教学和确定未知单词含义的教学策略可以培养学生推断新词含义的能力，并建立学生的整体词汇知识。我们对K-5年级进行的39项实验和准实验干预研究进行了荟萃分析，以检验这些教学方法的效果。结果表明，有针对性的词义教学干预措施对词汇知识广度的测量并没有显示出总体的积极影响。尽管策略干预在提高近迁移测量的单词解决技能方面是有效的，但策略干预不会显著影响学生的整体词汇知识广度。这些发现表明，直接的词汇教学可能无法有效地培养小学生的整体词汇知识。需要更多的研究来检验确定未知单词含义的教学策略的潜力。

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Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill

Abstract We report on a meta-analysis designed to test the theory that instruction that involves direct teaching of academic vocabulary and teaching strategies to determine the meaning of unknown words develops students’ abilities to infer new words’ meanings and builds students’ overall vocabulary knowledge. We meta-analyzed 39 experimental and quasi-experimental intervention studies conducted in grades K-5 to examine the effects of these instructional approaches. Results indicate that interventions that targeted word meaning instruction do not show overall positive effects on measures of breadth of vocabulary knowledge. Although strategy interventions are effective in improving word solving skills on near transfer measures, strategy interventions do not significantly impact students’ overall breadth of vocabulary knowledge. These findings suggest that direct teaching of vocabulary words may not be effective for building overall vocabulary knowledge among elementary-grade students. More research is needed to examine the potential of teaching strategies to determine the meaning of unknown words.

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.