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Contributions of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students.
Using structural equation modeling the authors evaluated the contribution of morphological awareness, phonological memory, and phonological decoding to reading comprehension, reading vocabulary,…
How Many Words are There in Printed School English
THE PURPOSE of this research was to determine the number of distinct words in printed school English. A detailed analysis was done of a 7,260 word sample from the Carroll, Davies and Richman, Word…
Teaching Vocabulary to Improve Reading Comprehension
- W. Nagy
This practical book based on sound research shows teachers how to use vocabulary instruction more effectively to improve reading comprehension. Nagy provides clearly explained examples of useful…
Cross-language transfer of phonological awareness.
A study investigated the factors influencing the English word identification performance of Spanish-speaking beginning readers. Beginning readers were administered tests of letter naming, Spanish…
Words as Tools: Learning Academic Vocabulary as Language Acquisition
There is a growing awareness of the importance of academic vocabulary, and more generally, of academic language proficiency, for students’ success in school. There is also a growing body of research…
Learning Word Meanings From Context During Normal Reading
Students in third, fifth, and seventh grades read either expository or narrative passages selected from grade-level textbooks, and after six days were tested on their knowledge of difficult words from the passages, and effects of word and text properties on learning from context were examined.
The acquisition of English derivational morphology
Teaching Word Meanings
A Comprehensive Approach to Vocabulary Learning: Matching Instructional Approaches to Students and Words.
On the Role of Context in First- and Second-Language Vocabulary Learning. Technical Report No. 627.
- W. Nagy
- 1 November 1995
Although learning from context is demonstrably more difficult in a second language, second-language readers have been shown to gain significant word knowledge simply from reading, and increasing second- language students' volume of reading has been found to produce significant gains in vocabulary knowledge and other aspects of linguistic proficiency.