Effects of instruction on deriving word meaning from context and incidental word learning

Abstract

The effect of instruction on deriving wordmeaning from written context and incidentalword learning was assessed in a randomisedexperiment. The experimental programme, based onthe direct instruction of a strategy, producedneither a significant improvement of the skillof deriving word meaning from context, nor didthe incidental word learning rate of the fourthgrade, below-average readers increase. Aneffect of instruction on the skill of derivingword meaning from context and incidental wordlearning has historically been difficult toachieve; hence, an effect on vocabulary growthin the long run seems premature at thisstage.