Longer online reading times on unknown words are associated with higher vocabulary recall test scores¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? There is a positive relationship between new vocabulary learning outcomes and online reading, with longer reading times associated with higher vocabulary recall test scores. → Pellicer-Sánchez 2016

Evidence¶

Pellicer-Sánchez 2016¶

Pellicer-Sánchez, Ana. (2016). Incidental L2 Vocabulary Acquisition From and While Reading: An Eye-Tracking Study. Studies in Second Language Acquisition, 38(1), 97-130. https://doi.org/10.1017/S0272263115000224

q2 · i? · associational · r1

The study compared reading behavior on nonwords learned versus not learned in the vocabulary tests using Wilcoxon signed-rank tests on summed total reading times per participant; the abstract states the positive relationship between online reading and vocabulary recall outcomes. No effect size is printed in the available text.

"Results also showed a positive relationship between new vocabulary learning outcomes and online reading, with longer reading times associated with higher vocabulary recall test scores."

Discussion¶

Related Claims¶

• Incidental vocabulary exposure produces reliable learning, but learners pick up only a small share of the unknown words they meet — a broader claim this one bears on
• The more often learners meet a word while reading, the more likely they are to learn it incidentally; a meta-analysis of correlational studies finds a moderate correlation — related
• Unknown words are read significantly longer than known control words in all four eye-tracking measures — related
• Reading times for unknown words decrease significantly after three to four encounters, and by eight encounters unknown words are read like known words — related