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EXAMINES THE EFFECTIVENESS of 4 methods for teaching word meanings. Theoretical rationale is provided by aspects of language, cognitive development, and memory processes relevant to learning word meanings. A repeated measures 4 x 4 Latin square type design was utilized, so that all subjects received all methods over an 8-week period. Analysis of performance scores on weekly evaluation tasks indicated that the methods used to teach word meanings differed in effectiveness, with the context method being most effective (p<.001). Findings were interpreted as supportive of vocabulary instruction, which includes using new words in sentences that provide examples of appropriate usage of the new word within the context of familiar events. Associating new words with familiar synonyms was also supported. Use of category labels and dictionary practice was not strongly supported. Results of the study indicated that an interactive model for cognitive processes might provide useful information for studies investigating vocabulary development.
Joan P. Gipe (Sun,) studied this question.