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The Effect of Story Contexts on Complex Verb Learning in Third-Grade Students
Sat, April 9, 4:05 to 5:35pm, Convention Center, Floor: Level Two, Exhibit Hall DAbstract
The purpose of this study was to compare the impact of more and less connected semantic contexts on third graders' learning of complex verbs. Students were randomly assigned to one of two conditions. The experimental group viewed sets of sentences with a brief synopsis of a story followed by six connected sentences containing target verbs. The comparison group was exposed to similar sentences without the synopsis in order to minimize connections between the sentences. It was hypothesized that students presented with target verbs in a cohesive context would learn more verbs than students in the unconnected context. Students in the cohesive context largely outperformed students in the unconnected context. Word reading skills explained significant unique variance on several measures.