Vocabulary Assessment: What We Know and What We Need to Learn
Abstract/Contents
- Abstract
- The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects that it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptualization of its nature and relation to other aspects of reading expertise, most notably comprehension.
Description
| Type of resource | text |
|---|---|
| Date created | 2007 |
Creators/Contributors
| Author | Pearson, David P. | |
|---|---|---|
| Author | Hiebert, Elfrieda H. | |
| Author | Kamil, Michael L. | |
| Publisher | Reading Research Quarterly |
Subjects
| Subject | reading comprehension |
|---|---|
| Subject | vocabulary assessment |
| Subject | vocabulary instruction |
| Genre | Article |
Bibliographic information
| Related Publication | Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary Assessment: What We Know and What We Need to Learn. Reading Research Quarterly, 42(2), 282-296. |
|---|---|
| Location | https://purl.stanford.edu/tr130hn2426 |
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- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
Collection
Graduate School of Education Open Archive
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