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Context clue types and their prevalence in texts for Danish 3rd and 4th graders

Context clue types and their prevalence in texts for Danish 3rd and 4th graders

 Daugaard, Hanne Trebbien
 Routledge, 2020
 United Kingdom : p.487-502 English ISSN: 09500782
Ngữ cảnhNghiên cứu và giảng dạyTừ ngữ
Tác giả CN Daugaard, Hanne Trebbien
Nhan đề Context clue types and their prevalence in texts for Danish 3rd and 4th graders / Hanne Trebbien Daugaard, Anne-Mette Veber Nielsen, Holger Juul
Thông tin xuất bản United Kingdom : Routledge, 2020
Mô tả vật lý p.487-502
Tóm tắt Research suggests that readers learn about word meanings from the various contexts of words in texts. Therefore, context clue instruction is often recommended as a way of boosting students’ word learning skills. Ideally, such instruction should focus on context clue types that are common in authentic texts. We examined the prevalence of context clue types in authentic texts for Danish 3rd and 4th graders, focusing on contexts surrounding so-called Tier 2 words. A classification system with eight specific clue types was developed with inspiration from prior research, and the contexts of a sample of 150 words were analysed. We found that clues to target word meanings were present in the majority (63 pct.) of contexts. Among these helpful contexts, the most frequent clue types were Example and Cause and effect. We discuss how word type and text type may have influenced the results, and the implications for instruction are highlighted.
Thuật ngữ chủ đề Ngữ cảnh
Từ khóa tự do Nghiên cứu và giảng dạy
Từ khóa tự do Từ ngữ
Tác giả(bs) CN Juul, Holger
Tác giả(bs) CN Nielsen, Anne-Mette Veber
Nguồn trích Language and Education- Volume 34, 2020 - Issue 6
Tệp tin điện tử https://doi.org/10.1080/09500782.2020.1782424
MARC
Hiển thị đầy đủ trường & trường con
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300[ ] |a p.487-502
520[ ] |a Research suggests that readers learn about word meanings from the various contexts of words in texts. Therefore, context clue instruction is often recommended as a way of boosting students’ word learning skills. Ideally, such instruction should focus on context clue types that are common in authentic texts. We examined the prevalence of context clue types in authentic texts for Danish 3rd and 4th graders, focusing on contexts surrounding so-called Tier 2 words. A classification system with eight specific clue types was developed with inspiration from prior research, and the contexts of a sample of 150 words were analysed. We found that clues to target word meanings were present in the majority (63 pct.) of contexts. Among these helpful contexts, the most frequent clue types were Example and Cause and effect. We discuss how word type and text type may have influenced the results, and the implications for instruction are highlighted.
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700[1 ] |a Nielsen, Anne-Mette Veber
773[ ] |t Language and Education |g Volume 34, 2020 - Issue 6
856[ ] |u https://doi.org/10.1080/09500782.2020.1782424
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