By Kathleen Fitzgibbon
Sixty four pages
Read Online or Download 5-minute Daily Practice: Vocabulary (Grades 4-8) PDF
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Post yr be aware: First released July twenty fifth 2000
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Additional info for 5-minute Daily Practice: Vocabulary (Grades 4-8)
Much vocabulary research discusses items as being either ‘unknown’ or ‘learned’ depending on whether a test item was answered correctly or not. I think this is unfortunate, as the true underlying vocabulary learning process is clearly incremental in nature. Moreover, it is incremental in a variety of ways. Let us examine this in more detail. 3, not all of which can be learned completely from a few exposures. Experience has shown that some are mastered before others. For example, learners will surely know a word’s basic meaning sense before they have full collocational competence.
At the lower end of the frequency spectrum, Rott (1999) found that 6 exposures led to better learning than 2 or 4 exposures. Pigada and Schmitt (2006) found that there was no frequency point where the acquisition of meaning was assured, but by about 10+ exposures, there was a discernable rise in the learning rate. However, even after 20+ exposures, the meaning of some words eluded their participant. indd 30 6/9/2010 1:58:09 PM 31 a word’s form, or its meaning on a multiple choice test, three months later.
Because it has such an important influence on vocabulary learning, it needs to be especially carefully controlled in vocabulary research. Comparison conditions need to be as equivalent as possible in terms of the number of exposures, total time of exposure, type of manipulation, and even the number of interim tests before the final assessment. 12 29 Schmitt on the importance of engagement In essence, anything that leads to more and better engagement should improve vocabulary learning, and thus promoting engagement is the most fundamental task for teachers and materials writers, and indeed, learners themselves.
5-minute Daily Practice: Vocabulary (Grades 4-8) by Kathleen Fitzgibbon