"How Come There's No Spelling?": What Spontaneous Comments Teach Us about Student Thinking during Vocabulary Learning Tasks

Autor/in	Chambrè, Susan J.
Titel	"How Come There's No Spelling?": What Spontaneous Comments Teach Us about Student Thinking during Vocabulary Learning Tasks
Quelle	In: Reading Horizons, 62 (2023) 1, S.52-79, Artikel 4 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Vocabulary; Language Acquisition; Learning Strategies; Metacognition; Elementary School Students; Grade 1; Protocol Analysis; Written Language; Visual Aids; Pronunciation; Difficulty Level + Suchen Sie Ihr Suchwort? Wortschatz; Sprachaneignung; Spracherwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; School year 01; 1. Schuljahr; Schuljahr 01; Geschriebene Sprache; Anschauungsmaterial; Aussprache; Schwierigkeitsgrad
Abstract	Vocabulary development remains an active and robust research area, yet little is known about what students, particularly young students, think during vocabulary learning. A commonly held assumption is that young learners employ few, if any, cognitive and metacognitive strategies when engaged in literacy tasks. Conversely, decades of research confirms that older learners with active metacognitive tools are better equipped to make meaning from text, of which vocabulary is a crucial component. To better understand the strategies and metacognitive actions young students make when learning vocabulary, student comments (N = 35) spontaneously produced during two experimental vocabulary learning tasks were reviewed and analyzed. Employing grounded theory and abductive analysis, comments reveal that young learners use several tools and metacognitive processes to support vocabulary learning. Findings suggest that children as young as 6 years old can verbalize their strategy usage and metacognitive awareness. Findings are examined in light of traditional views of young learners' metacognitive development and connectionist reading models of grapho-phonemic connections as facilitators of vocabulary learning. Implications for research on the role of metacognition during vocabulary learning with early learners and orthographic exposure during vocabulary learning are discussed. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: https://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01