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Cain Kate, Oakhill Jane & Lemmon Kate (2004). « Individual differences in the inference of word meanings from context : The Influence of Reading comprehension, vocabulary knowledge, and memory capacity ». Journal of Educational Psychology, vol. 96, n° 4, p. 671–681. En ligne : <http://www.psych.lancs. ... Cain20050929T105019.pdf>. 
Added by: Feyfant Annie (01 Jan 1970 01:00:00 Europe/Paris)   Last edited by: Agnès Cavet (12 Dec 2006 14:37:11 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Cain2004
Categories: Apprentissages et psychologie
Keywords: apprentissage, lecture, psychologie de l'Ă©ducation
Creators: Cain, Lemmon, Oakhill
Collection: Journal of Educational Psychology
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URLs     http://www.psych.l ... 0050929T105019.pdf
Abstract     
Two studies investigated the ability to use contextual information in stories to infer the meanings of novel vocabulary by 9–10-year-olds with good and poor reading comprehension. Across studies, children with poor reading comprehension were impaired when the processing demands of the task were greatest. In Study 2, working memory capacity was related to performance, but short-term memory span and memory for the literal content of the text were not. Children with poor reading comprehension were not impaired in learning novel vocabulary taught through direct instruction, but children with both weak reading comprehension and vocabulary were. Implications for the relation between vocabulary development and text comprehension are discussed.
Added by: Feyfant Annie  Last edited by: Agnès Cavet
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