The Word Mapping Strategy 2009 The Word Mapping Strategy Monica Harris Jean Schumaker Don Deshler University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Acquisition Word Identification Paraphrasing Fundamentals of Paraphrasing & Summarizing Self-Questioning Visual Imagery Word Mapping Inference University of Kansas Center for Research on Learning 2014 University of Kansas Center for Research on Learning 2002

Learning Strategies Curriculum Storage First-Letter Mnemonic Paired Associates Listening and Note-Taking LINCS University of Kansas Center for Research on Learning 2014

Learning Strategies Curriculum Expression and Demonstration of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test Taking Essay Test-Taking InSPECT EDIT University of Kansas Center for Research on Learning 2014

A Strategy To Help Students to Predict Meanings University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Words Encountered The average 5th grader encounters 10,000 new words in the school year University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Words Learned per Year 3,000 University of Kansas Center for Research on Learning 2014

To stay at grade level students must: Learn to recognize many thousands of new words by sight in order to maintain fluency Learn the meaning of thousands of new words University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Many Students Have vocabulary deficits Have not acquired or invented strategies for learning vocabulary Need to learn the meaning of large numbers of words University of Kansas Center for Research on Learning 2014

Two Types of Vocabulary Strategies Word-specific strategies- Students learn each word separately. Generative strategies-Students figure out the meaning of words. University of Kansas Center for Research on Learning 2014

How does a generative strategy work? Students learn the meaning of high frequency prefixes, suffixes, and roots (Latin & Greek). They learn the meaning of roots with large word families. They apply these meanings when they encounter a new word. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Word Families Printed school English through 8th grade contains around 88,500 distinct word families Example: persecute, persecution, persecuter, persecuting University of Kansas Center for Research on Learning 2014

The Word Mapping Strategy Is a generative vocabulary strategy that enables students to figure out the meaning of new words. University of Kansas Center for Research on Learning 2014

Purpose of instruction 2009 Purpose of instruction To teach students the meaning of prefixes, suffixes, & roots To teach students to use the Word Mapping Strategy to predict the meaning of new words To enable students to “play” with and become familiar with word patterns Michael Graves – play with words, word consciousness University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Rationales Students encounter new words • In textbooks • On reading competency tests • They are expected to know or guess the meaning of these words • The strategy enables them to interact with words in an active way University of Kansas Center for Research on Learning 2014

Word Mapping Strategy Results 2009 Word Mapping Strategy Results Performance on Vocabulary Tests 5% Correct Meanings 16% Prediction Before Instruction 73% Correct Meanings 51% Prediction After Instruction 9th grade inclusive setting 51% prediction huge contribution for students who couldn’t predict especially on tests. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 2009 Part I: Pretest Administer the Pretest (pp. 118 & 119) Score the Pretest using • Evaluation Guidelines (p. 89) • Student Response Sample (p. 90 & 91) • Answer Key (p. 187) Same words on pre and on post ½ taught explicitly and then ½ must apply strategy Scoring activities in back of packet University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Pretest University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Progress Chart University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Part II: Introducing Morphemes & the Strategy with Four Introductory Lessons • Lesson 1: Intro and Prefixes • Lesson 2: Suffixes • Lesson 3: Word Roots • Lesson 4: The Word Mapping Strategy University of Kansas Center for Research on Learning 2014

Lesson 1: Intro and Prefixes Introduce “word parts” Define “morphemes” Contrast “morphemes with syllables” Introduce 3 types of morphemes Define “prefix” Provide examples of “prefixes” Explain compound prefixes Conduct practice activities University of Kansas Center for Research on Learning 2014

Distribute Notes Sheet #1 University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 What is a Morpheme? University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Syllable A part of a word that centers on a vowel sound. It has no meaning. University of Kansas Center for Research on Learning 2014

Morphemes vs. Syllables Unladylike Syllables: Un la dy like Morphemes: Un lady like University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 prediction pre- dict -ion University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 2009 Prefix A word part Placed at the beginning of a word That has meaning, and That changes or adds to the meaning of the word re cycle Powerful – changes meaning University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Compound Prefix Two or more prefixes at the beginning of a word. un re lenting University of Kansas Center for Research on Learning 2014

Types of practice with prefixes • Guided practice identifying prefixes (Worksheet #1) • Independent practice identifying prefixes (Worksheets #2, 3, 4) • Group oral reading practice • Paired oral practice University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Mastery Reading 90% of the prefixes aloud correctly Earning a score above 80% on a worksheet. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Worksheet Activity • Complete the Isolate the Prefix Worksheet #1. • Trade papers, and score the worksheet using the Answer Key on page 189. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Part II: Introducing Morphemes and the Strategy with Four Introductory Lessons Lesson 1: Intro and Prefixes Lesson 2: Suffixes Lesson 3: Word Roots Lesson 4: The Word Mapping Strategy University of Kansas Center for Research on Learning 2014

Part II, Lesson 2: Suffixes Define “suffix” Provide example suffixes Define “inflectional suffixes” Define “derivational suffixes” Explain the Suffix Guidelines Define compound suffixes Conduct practice University of Kansas Center for Research on Learning 2014

Distribute Notes Sheet #2 University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Suffix A morpheme that: • Is placed at the end of a word and • Affects the word’s form or meaning in some way recycl ing command er University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Types of Suffixes Inflectional Suffixes Derivational Suffixes University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Inflectional Suffix A morpheme that: • Is placed at the end of a word, and • Changes the form of the word • Its number, • Its point of view, • Its tense, or • Shows possession or • Shows comparison, but • Does not change the word’s meaning University of Kansas Center for Research on Learning 2014

Example Inflectional Suffixes -s or -es: Signals for a plural word Dog - Dog s Dish - Dish es University of Kansas Center for Research on Learning 2014

Another Example Inflectional Suffix -ed: The signal for past tense push - push ed create - creat ed University of Kansas Center for Research on Learning 2014

Inflectional Suffixes University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Derivational Suffix A morpheme that: • Is placed at the end of a word, • Changes the meaning of the word, and • Sometimes changes the part of speech of the word. University of Kansas Center for Research on Learning 2014

Example Derivational Suffixes That Change the Part of Speech Noun to verb: glory - glori fy Verb to noun: invent - inven tion Adjective to noun: slow - slow ness Adjective to verb: modern - modern ize Noun to adjective: recreation - recreation al Verb to adjective: drink - drink able University of Kansas Center for Research on Learning 2014

Example Derivational Suffixes That Do Not Change the Part of Speech Noun to noun: The dance - The danc er Buddha - Buddh ism University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Suffix Guidelines Change “y” to “i” when you add “-es,” “-er,” “-est” and other suffixes starting with a vowel. fly - fli es happy - happi er pretty - pretti est University of Kansas Center for Research on Learning 2014

Suffix Guidelines (cont.) 2. Use consonant doubling when you add “ing” run - runn ing swim - swimm ing 3. Remove the silent “e” when you add “ing” or other suffixes make - mak ing excite - excit able University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Compound Suffix Two or more suffixes at the end of a word. help less ness thought ful ness University of Kansas Center for Research on Learning 2014

Types of practice with suffixes Guided practice identifying suffixes (Worksheet #1) Independent practice identifying suffixes (Worksheets #2, 3, 4) Group oral reading practice Paired oral practice University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Mastery Reading 90% of the suffixes aloud correctly A score of 80% or above on a worksheet University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Worksheet Activity Complete the Separate the Suffix Worksheet #1. Trade papers, and score the worksheet using the Answer Key on page 190. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Part II: Introducing Morphemes and the Strategy with Four Introductory Lessons Lesson 1: Intro and Prefixes Lesson 2: Suffixes Lesson 3: Word Roots Lesson 4: The Word Mapping Strategy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Part II, Lesson 3: Roots Define and discuss “root” Explain Rules for Morphemes Practice identifying prefixes, suffixes and roots University of Kansas Center for Research on Learning 2014

Distribute Notes Sheet #3 University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Root A morpheme (a word part with meaning) that: Is placed at the beginning, middle, or end of a word. Sometimes is the whole word. Gives the word its main meaning. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Example Root “Aster” means “star At the beginning of a word: Asterisk In the middle of a word: Disastrous At the end of a word: Disaster The whole word: Aster University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Morpheme Rules A morpheme can have several meanings. “in-” means “not” and “into” 2. Morphemes can have the same meaning but different forms. “an-” means “not” “dis-” means “not” “im-” means “not University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Morpheme Rules (cont.) 3. Morphemes can have the same meaning and similar forms “aster” and “astro” mean “star” “flex” & “flect” mean “bend” “mit” & “mis” mean “send” University of Kansas Center for Research on Learning 2014

Types of practice with roots • Guided practice identifying prefixes, roots, & suffixes (Worksheet #1) • Independent practice identifying prefixes, roots, & suffixes (Worksheets #2, 3, 4) University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Mastery A score of 80% or above on one worksheet University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Worksheet Activity • Complete the Identifying Morphemes Worksheet #1. • Trade papers, and score the worksheet using the Answer Key on page 191. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Part II: Introducing Morphemes and the Strategy with Four Introductory Lessons Lesson 1: Intro and Prefixes Lesson 2: Suffixes Lesson 3: Word Roots Lesson 4: The Word Mapping Strategy University of Kansas Center for Research on Learning 2014

Part II, Lesson 4: The Word Mapping Strategy Introduce the Word Map Describe and model the Word Mapping Strategy steps Introduce the mnemonic device “MAPS” Introduce the Memory Table Describe and model how to use the Memory Table Practice Word Mapping & memorizing morphemes University of Kansas Center for Research on Learning 2014

Distribute Notes Sheet #4 University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 The Word Map A visual device that prompts students through the steps of the Word Mapping Strategy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Word Map Word Prefix Root Suffix M Step A Step P Step S Step Meaning Meaning Meaning Prediction Definition University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Word Mapping Strategy Map the word parts Attack the meaning of each part Predict the word’s meaning See if you’re right! University of Kansas Center for Research on Learning 2014

Word Map Map the targeted word by breaking it down into its word parts prediction Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning Map the targeted word by breaking it down into its word parts before Prediction Definition University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Word Map Word prediction Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning act, result, or state of before say or speak Prediction Attack the meaning by translating each word part into its meaning. Definition University of Kansas Center for Research on Learning 2014

Word Map Predict the meaning of the word by putting the word part prediction Predict the meaning of the word by putting the word part meanings together Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning act, result, or state of before say or speak Prediction the act of speaking before Definition University of Kansas Center for Research on Learning 2014

Word Map See if your prediction is correct by checking with the dictionary or someone Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning act, result, or state of before say or speak Prediction the act of speaking before Definition something foretold; a prophecy University of Kansas Center for Research on Learning 2014

Word Map prediction M Step A Step P Step S Step pre dict ion before Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning act, result, or state of before say or speak Prediction the act of speaking before Definition something foretold; a prophecy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Word Mapping Activity With your partner, map the following words: • Reloaded • Indescribable • Unintentional University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 The Memory Table A memory device used by students to learn the meaning of morphemes. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Memory Table University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Example Memory Table University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Memory Table Activity With your partner, make a Memory Table for each of the following morphemes: • anti- • -ology • mater University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Mastery Completion of Word Maps and Memory Tables as assigned. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy University of Kansas Center for Research on Learning 2014

Part III: Practicing the Strategy • To teach students the meaning of frequently used morphemes • To give the students multiple opportunities to practice parts of the strategy • To give the students multiple opportunities to practice the whole strategy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 How? Focus on the use of high frequency prefixes, suffixes, and roots. Focus on roots with large word families. Teach students to use the Word Mapping Strategy, a systematic approach for predicting word meaning. University of Kansas Center for Research on Learning 2014

Three Sets of Practice Lessons (6 in each set) Prefix Practice Lessons Roots Practice Lessons Suffix Practice Lessons University of Kansas Center for Research on Learning 2014

Targeted Words (six per lesson) Exemplify the targeted morphemes Can be used in combination with other targeted morphemes University of Kansas Center for Research on Learning 2014

Generic Practice Lesson Format Introduce the Word Parts Table Conduct the Paragraph Activity Conduct the Word-Part Activity Discuss “tricksters” Conduct the Prediction Activity Have the students make Memory Tables Conduct the Word Mapping Activity Administer the quiz University of Kansas Center for Research on Learning 2014

Introduce the Word Parts Table Prefix Meaning Examples un- not unhappy, unanswered, unhealthy in-, im-, il-, ir- indirect, impossible, illegal, irregular dis- not, apart, away disability, dislocate, discard University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 The Tree Activity Draw a tree Write the word part on the trunk Write one meaning of the word part on each limb Ask the students for example words to be added as branches University of Kansas Center for Research on Learning 2014

Example Tree with Example Words University of Kansas Center for Research on Learning 2014

Conduct the Paragraph Activity Was having five dogs illegal? Shelly was afraid to ask anyone who worked for the city, so her question remained unanswered. She’d never intended on having more than her two cocker spaniels, Lucy and Rufus. However, a friend with a black labrador retriever hit hard times and had to move to a small apartment where pets were not allowed. A coworker found a stray poodle-mix puppy and could not keep it. The owners weren’t even looking for him! That broke Shelly’s heart. She felt as if he had been discarded, like trash. The last dog was a small spaniel who had been a companion to her mother, who had recently passed away. The dogs all got along well, but they created an unhealthy environment. She indirectly learned that only three dogs were allowed when the local news ran a story about a woman with 40 cats. The cats were discovered by paramedics, who were called by the woman, who had tripped over a cat, fallen, and dislocated her shoulder. University of Kansas Center for Research on Learning 2014

Conduct the Word-Part Activity Examples: im polite dis belief uno A B C D 1. inactive illogical disease illiterate 2. irresponsible inhospitable insane disrespect 3. disturb imprint ill unlikable 4. discover insensitive unmovable illegible University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Discuss Tricksters Tricksters are words that contain an affix that does not add meaning to the word. Example: “re” in “read” University of Kansas Center for Research on Learning 2014

Example Table with Tricksters dis- apart not Tricksters dislocate dissociate displace disjunction dislodge disown disorganized disorder dislike disrespect disc/disk discus dish University of Kansas Center for Research on Learning 2014

Example Table with Tricksters University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Tree with Tricksters University of Kansas Center for Research on Learning 2014

Conduct the Prediction Activity 1. unanswered – [un- “ ” + answered “responded to”] = 2. unhealthy – [un- “ ” + healthy “free of disease”] = 3. indirect – [in- “ ” + direct “straight forward”] = 4. illegal – [il- “ ” + legal “based on law”] = 5. dislocate – [dis- “ ” + locate “to place”] = 6. discard – [dis- “ ” + card] = University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Have the students make Memory Tables for the morphemes emphasized in the lesson University of Kansas Center for Research on Learning 2014

Conduct the Word-Mapping Activity Three options: • Assign the words in the lesson • Assign words derived from the textbook • Assign a passage to be read and words within the passage University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Administer the quiz Require accountability for: • Learning the meaning of targeted morphemes • Learning the meaning of targeted words University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Options for Part III Conduct all the activities on one day Conduct the activities across the week, with the quiz on Friday University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Part IV: Posttest Administer the Posttest (pp. 183 & 184) Score the Posttest using the • Evaluation Guidelines (p. 89) • Student Response Sample (p. 90 & 91) • Answer Key (p. 187) University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy University of Kansas Center for Research on Learning 2014

Part V: Ensuring Students Use the Strategy Discuss rationales Discuss individual effort Discuss situations Discuss using the strategy without a Word Map Make cue cards Discuss other cues Discuss the tool box analogy Discuss the knowledge base analogy Give generalization assignments University of Kansas Center for Research on Learning 2014

The Knowledge Base Analogy University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 One Research Study University of Kansas Center for Research on Learning 2014

Two Purposes of the Study 2009 Two Purposes of the Study To measure the effects of instruction of the Word Mapping Strategy on: Strategy Knowledge and Use Vocabulary Knowledge of Taught Words Morphemic Knowledge Prediction of Word Meanings of Untaught Words To compare the effects of a generative approach to a non-generative approach The Word Mapping Strategy (generative) (WM) The LINCS Vocabulary Strategy (non-generative) (VL) University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 2009 Participants Ninth-grade English students (N=230) SWD (n=24) and NSWD (n=206) Nine intact classes Three classes per group (WM, VL, TO) Gender Males=118/51%; females=112/49% Ethnicity C=81/35%; AA=83/36%; H=49/21%; O=17/8% Achievement (SAT-10) WM=SS/668; VL=SS/655; TO=SS/671 NSWDs – see Figure 2 on p. 39 SWDs – see Figure 3 on p. 40 University of Kansas Center for Research on Learning 2014 107

Highlights of the Design 2009 Highlights of the Design Comparison group design: Six randomly assigned classes (WM and VL) Three normative classes (TO) Controlled for teacher effects for WM and VL groups Controlled for instructional time with all groups Controlled for vocabulary words tested for all groups Counterbalanced testing format Difficulty of the tests University of Kansas Center for Research on Learning 2014 108

University of Kansas Center for Research on Learning 2014 2009 Measures Morphological Analysis Test Affixes and Roots Test Word Knowledge Test Strategy-Use Tests Student Satisfaction Surveys University of Kansas Center for Research on Learning 2014

Can students learn the strategy? 2009 Can students learn the strategy? University of Kansas Center for Research on Learning 2014

Word Mapping Vocabulary LINCing 2009 Word Mapping Vocabulary LINCing [Wilks’ Λ = .075, F(1,77) = 947.03, p < .001, partial η2 = .925] University of Kansas Center for Research on Learning 2014

Can students learn the meanings of taught words? 2009 Can students learn the meanings of taught words? University of Kansas Center for Research on Learning 2014

VL = Vocabulary LINCing TO = Test-only 2009 WM = Word Mapping VL = Vocabulary LINCing TO = Test-only [Wilks’ Λ = .964, F(2,224) = 4.138, p = .017, partial η2 = .036] University of Kansas Center for Research on Learning 2014

Can students learn the meanings of word parts? 2009 Can students learn the meanings of word parts? University of Kansas Center for Research on Learning 2014

VL = Vocabulary LINCing TO = Test-only 2009 WM = Word Mapping VL = Vocabulary LINCing TO = Test-only [Wilks’ Λ = .992, F(2,224) = .865, p = .422, partial η2 = .008]. University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 2009 Can students use the strategy to predict the meaning of untaught words? University of Kansas Center for Research on Learning 2014

VL = Vocabulary LINCing TO = Test-only 2009 WM = Word Mapping VL = Vocabulary LINCing TO = Test-only [Wilks’ Λ = .943, F(2,224) = 6.780, p < .01, partial η2 = .057] University of Kansas Center for Research on Learning 2014

Did students like the strategy and the instruction? 2009 Did students like the strategy and the instruction? University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 2009 University of Kansas Center for Research on Learning 2014

University of Kansas Center for Research on Learning 2014 2009 Research Results University of Kansas Center for Research on Learning 2014

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