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Handbook of Reading Research, Volume III
In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
1024 pages, Paperback
First published March 1, 2000
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August 29, 2015from Chapter 19, "Vocabulary Processes" by William E. Nagy and Judith A. Scott, p. 269-284
"Five aspects of this complexity that have long been recognized by vocabulary researchers are: (a) incrementality - knowing a word is a matter of degrees, not all or nothing; (b) multidimensionality - word knowledge consists of several qualitatively different types of knowledge; (c) polysemy - words often have multiple meanings; (d) interrelatedness - one's knowledge of any given word is not independent of one's knowledge of other words; and (e) heterogeneity - what it means to know a word differs substantially on the kind of word." (p. 270
"...knowing a word cannot be identified with knowing a definition" (p. 273
"Here we want to emphasize the point that word knowledge is primarily procedural rather than declarative, a matter of 'knowing how' rather than 'knowing that.'" (p. 273)
"That is, knowing a word means being able to do things with it: To recognize it in connected speech of in print, to access its meaning, to pronounce it - and to be able to do these things within a fraction of a second." (p. 273)
"Five aspects of this complexity that have long been recognized by vocabulary researchers are: (a) incrementality - knowing a word is a matter of degrees, not all or nothing; (b) multidimensionality - word knowledge consists of several qualitatively different types of knowledge; (c) polysemy - words often have multiple meanings; (d) interrelatedness - one's knowledge of any given word is not independent of one's knowledge of other words; and (e) heterogeneity - what it means to know a word differs substantially on the kind of word." (p. 270
"...knowing a word cannot be identified with knowing a definition" (p. 273
"Here we want to emphasize the point that word knowledge is primarily procedural rather than declarative, a matter of 'knowing how' rather than 'knowing that.'" (p. 273)
"That is, knowing a word means being able to do things with it: To recognize it in connected speech of in print, to access its meaning, to pronounce it - and to be able to do these things within a fraction of a second." (p. 273)
Displaying 1 of 1 review