The Role of Implicit Learning in Incidental Vocabulary Acquisition while Reading

• In Event: Poster Session 4
  In Poster Session: Language Instruction and Assessment

Abstract

The role of implicit learning ability in incidental vocabulary acquisition while reading narrative texts was examined with 3rd-5th grade students. Results indicate that implicit learning ability does contribute to incidental learning of word form, but does not contribute to the incidental learning of a word’s meaning. Results of this study also indicate that implicit learning is domain-specific in that learning from one domain is unrelated to learning in another domain. The results of this study may prove useful to educational researchers and educators as they develop interventions to facilitate vocabulary growth in students by identifying those students who struggle with incidental vocabulary acquisition.

Author

• Ben Seipel, California State University, Chico