Vocabulary learning gains in Term 2 of the extensive reading program were consistent with those from Term 1¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The learning gains in Term 2 were consistent with those from Term 1, replicating the group-level gain pattern across a second set of graded readers and target words. → Stuart Webb and Anna C.-S. Chang 2015

Evidence¶

Stuart Webb and Anna C.-S. Chang 2015¶

Stuart Webb and Anna C.-S. Chang. (2015). HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM? Studies in Second Language Acquisition, Volume 37, Issue 4, pp. 651-675. https://doi.org/10.1017/S0272263114000606

q3 · i? · associational · r1

Second term of the same 37-week extensive reading program, using a second set of 100 target words from the 10 Level 2 graded readers; the article states "The learning gains in Term 2 were consistent with those from Term 1."

"The learning gains in Term 2 were consistent with those from Term 1."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• Extensive reading of graded readers produced substantial vocabulary learning gains for EFL learners across proficiency levels — related
• Prior vocabulary knowledge moderates vocabulary learning gains in an extensive reading program, with high-level learners gaining more than intermediate and low-level learners — related
• Available second language research indicates extensive reading programs are generally more effective than systematic vocabulary instruction using decontextualized exercises — related
• Vocabulary knowledge gained through extensive reading showed little decay on a three-month delayed posttest, with relative gains ranging from 21.05% (low-level) to 59.01% (high-level) — related