Question: How improve
students’ vocabulary and reading comprehension?
Answer: Focuses on how
students performed while reading grade-level passages, answering ten
comprehension questions, and completing a vocabulary-matching task. Findings
show that both listening previewing conditions led to improvements in
comprehension as compared to silent reading [by itself] and that adding a
vocabulary previewing component to listening previewing procedures resulted in
the highest levels of comprehension and vocabulary.
Hawkins,
R. O., Musti-Rao, S., Hale, A. D., Mcguire, S., & Hailley, J. (2010).
Examining listening
previewing
as a classwide strategy to promote reading comprehension and vocabulary. Psychologyin the Schools, 47(9), 903–916.
Comment: I’m assuming that
the listening preview was similar to building background information.
Pre-teaching unfamiliar vocabulary is a significant part of the directed
reading assignment. I’m not surprised, therefore, at the results in
comprehension and vocabulary. RayS.
Title:
“Annotated Bibliography of Research in the Teaching of English.” Richard
Beach, et al. Research in the Teaching of
English (November 2011),
Internet. http://www.ncte.org/journals/rte/issues/v46-2.
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