Engaging students in defining new words during or after reading a text is among the practices most consistently related to student growth in language and comprehension¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In Title I schools from prekindergarten through grade 3, engaging students in defining new words during or after reading is one of the practices most consistently related to student growth in language and comprehension outcomes. → Hanley Chiang 2017
Evidence¶
Hanley Chiang 2017¶
Hanley Chiang, Elias Walsh, Timothy Shanahan, Claudia Gentile, Alyssa Maccarone, Tiffany Waits, Barbara Carlson, Samuel Rikoon. (2017). An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee
q2 · i? · associational · r?
The report's Key Findings section lists this practice among those most consistently related to student growth, based on an exploratory correlational design examining relationships between practices and growth in a range of language and comprehension outcomes. The page states the study examined "relationships between these practices and student growth".
"The practices most consistently related to student growth include: Engaging students in defining new words during or after reading a text"
Discussion¶
Related Claims¶
- Focusing students' attention on the meaning of a text before reading, such as introducing the topic and encouraging predictions, is among the practices most consistently related to student growth — related
- Helping students make connections between prior knowledge and the texts they read is among the practices most consistently related to student growth — related
- Incidental vocabulary exposure produces reliable learning, but learners pick up only a small share of the unknown words they meet — related
- Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth — related
- Teachers with high incidental exposure described expanded opportunities for word use and connecting words to topics — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
word-defining-during-after-reading-related-to-growth |
title |
Engaging students in defining new words during or after reading a text is among the practices most consistently related to student growth in language and comprehension |
description |
Engaging students in defining new words during or after reading a text is among the practices most consistently related to student growth in language and comprehension |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hanley-chiang-2017 |
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