Deriving word meaning from written context: a process analysis

被引：28
|
作者：
Fukkink, RG [1 ]
机构：
[1] Univ Amsterdam, SCO Kohnstamm, NL-1091 GM Amsterdam, Netherlands
来源：
LEARNING AND INSTRUCTION | 2005年 / 15卷 / 01期
关键词：
deriving word meaning from context; reading strategy; think-aloud methodology; sequential analysis;
D O I：
10.1016/j.learninstruc.2004.12.002
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The paper reports on a study among primary-school students of the process of deriving word meaning from written context in a first language. A sequential analysis of think-aloud protocols revealed that the students inferred one or more meanings, checked their inferences and then rejected or accepted them. These activities were performed in a highly flexible manner and their order varied. Four major sequences, which were not equally effective, showed up in a cluster analysis. The paper concludes by discussing implications for instruction and think aloud research. (c) 2005 Elsevier Ltd. All rights reserved.
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页码：23 / 43
页数：21
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