HOW DOES PRIOR WORD KNOWLEDGE AFFECT VOCABULARY LEARNING PROGRESS IN AN EXTENSIVE READING PROGRAM?

2015 ◽  
Vol 37 (4) ◽  
pp. 651-675 ◽  
Author(s):  
Stuart Webb ◽  
Anna C.-S. Chang

Sixty English as a foreign language learners were divided into high-, intermediate-, and low-level groups based on their scores on pretests of target vocabulary and Vocabulary Levels Test scores. The participants read 10 Level 1 and 10 Level 2 graded readers over 37 weeks during two terms. Two sets of 100 target words were chosen from each set of graded readers and were tested on three occasions. The results showed that the relative gains from pretest to immediate posttest were 63.18%, 44.64%, and 28.12% for the high-, intermediate-, and low-level groups, respectively. There was little decay in knowledge on the Term 1 three-month delayed posttest; relative gains ranged from 21.05% for the low-level group to 59.01% for the high-level group. The learning gains in Term 2 were consistent with those from Term 1. The results indicate that prior vocabulary knowledge may have a large impact on the amount of vocabulary learning made through extensive reading.

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Truong Thi Phuong

There are different ways to improve vocabulary knowledge and one of them is through extensive reading. This paper aims to identify benefits of extensive reading on some aspects of vocabulary learning and ways to conduct a successful extensive reading program. In order to answer the two research questions, the researcher collected and analyzed online journal articles which focus on the relationship between vocabulary development and extensive reading. The results show that extensive reading not only improves new vocabulary knowledge but also fosters previously met words. Moreover, some specific aspects of vocabulary learning are benefited thanks to extensive reading such as meaning, spelling and grammar. Finally, some recommendations on how to carry out an extensive reading are raised at the end of the result section based on various researchers’ opinions.


ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.


2017 ◽  
Vol 7 (1) ◽  
pp. 50
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.


Blood ◽  
2010 ◽  
Vol 116 (21) ◽  
pp. 3550-3550
Author(s):  
XiaoWen Tang ◽  
Xingwei Sun ◽  
Shengli Xue ◽  
Xiaolan Shi ◽  
Mingqing Zhu ◽  
...  

Abstract Abstract 3550 Background and Objectives Relapse after allogeneic hematopoietic stem cell transplantation (allo-HSCT) is still a major cause for the failure in treatment. It has been shown that there was a closely relationship between the level of minimal residual disease (MRD) and relapse in acute leukemia (AL) patients; However, the application of multiparameter flow cytometry (MFC) for MRD assessment in high risk patients with AL who undergoing allo-HSCT is little concerned. We retrospectively analysed the serial results of MRD of 52 high risk patients with AL to evaluates the prognostic value of MRD pre and post transplantation. Methods 52 patients with a median age of 29 (13–55) years have been enrolled on this study in our hospital from January 2003 to September 2008.Diagnoses included AML (n=27) and ALL (n=25). The patients had been analyzed retrospectively the level of MRD pre-(day-30)and post-HSCT(day+30 and +100)using three color FCM with CD45/SSC gating and a comprehensive panel of monoclonal antibodies, at least one leukemia associated aberrant immunophenotype (LAIP) at diagnosis. According to the cutoff value 0.1%, two groups were defined based on the level of patient's MRD level< (low level group) or >= (high level group) 0.1%. Results The median follow up were 23 (range 1–60) months. 1.MRD level declines significantly (P=0.03) post transplant. 2. There were significantly difference between low level and high level group at day -30 before transplant with 3 years event free survival(EFS) and relapse free survival (RFS)(77.4% and 88.4% vs. 22.3% and 25.7%, p=0.007and p=0.001 respectively). 3. Concerning about MRD at day +100 after transplant, outcome was significantly better among patients with low level MRD group versus high group including 3 years OS,EFS and RFS(84.2%, 79.5% and 89.5% versus 22.9%, 9.5% and 11.2%).4. The median time from high level MRD detected first time to clinical relapse was 2.5 (range from 1 to 33) months in relapsed patients. 5. The patients with cGVHD had better 3 years OS and EFS than that without cGVHD(86.3% vs 12.1%, p<0.001 and 65.3% vs.14.8%, p< 0.001 respectively). 6. Multivariate Cox regression analysis revealed that MRD on day +100 as well as chronic GVHD were independent parameters predictive for OS and EFS. Conclusions MRD monitoring pre- and post-transplant is an important tool to predict the outcome of transplantation for patients with high risk AL. The MRD check point at day +100 should be considered crucial for subsequent therapeutic decisions after allogeneic transplantation. Disclosures: No relevant conflicts of interest to declare.


2019 ◽  
Vol 18 (2) ◽  
pp. 160-173 ◽  
Author(s):  
Preeti G. Samudra ◽  
Kevin M. Wong ◽  
Susan B. Neuman

Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy—repeated viewing of educational media—in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning.


2019 ◽  
Vol 14 (1) ◽  
pp. 71-88
Author(s):  
Christine Manara

This paper is a teacher’s critical reflection on the implementation of an Extensive Reading (ER) Program in a teaching context with low resources of commercial graded readers. The paper presents the teacher's dialogue with the ten principles for ER in designing and implementing an ER program. During this process, there are several issues related to the education system and culture as well as the availability of L2 resources. The paper firstly starts with the initial reflection on the previous practices on teaching English reading at a tertiary level to identify the problems. Next, the rationale for initiating an Extensive Reading Course is laid out. Then, samples of teaching activities implemented during the program are presented. Lastly, reflective evaluation of the program is presented with several contextual and pedagogical considerations in working at a low English “commercial” resources context.


2019 ◽  
Vol 41 (04) ◽  
pp. 769-794 ◽  
Author(s):  
Anna C-S. Chang

AbstractSixty target words were selected from two sets of graded readers. One set contained three readers with the same title,The Railway Children, and the other set, three books about Sherlock Holmes. Students chose one of the two sets to read and were given a pretest, an immediate posttest, and a five-week delayed posttest on their acquisition of spelling, aural meaning, written meaning, and use. Five fixed factors (time, frequency of word occurrence, glossing, word frequency levels, and four dimensions of vocabulary knowledge) in vocabulary learning and a random variable (the participants) were analyzed with generalized linear mixed models. The results show that the odds of improvements in the knowledge of written and aural meanings were significantly better than those for the knowledge of spelling and use. Significant interaction effects were found between time and other fixed factors, except for glossing. Pedagogical implications of the results are discussed.


Humaniora ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 75-81
Author(s):  
Fenty Lidya Siregar

The research investigated the EFL (English as a Foreign Language) undergraduate students’ vocabulary knowledge (size and level). The research involved 40 second-semester students who were enrolling in two reading courses at an English Department in a private university in West Java, Indonesia. Vocabulary Size Test by Nation and Beglar; and Vocabulary Level Test by Webb, Sasao, and Ballance were used to gain data. It is found that the participants’ average vocabulary size is 8.732,5 word-families. The finding of the research also reveals that only ten students master 1.000-5.000 word-levels. It means that despite a big vocabulary size that many students have, 75% of them only know a limited high and mid-frequency vocabulary. The findings imply that the students still need to read graded readers to master high and mid-frequency levels. The current research project also indicates that the students might have met more low-frequency words than high and mid-frequency words in their language learning prior to their current extensive reading program.


Blood ◽  
2016 ◽  
Vol 128 (22) ◽  
pp. 5241-5241
Author(s):  
Jun Kong ◽  
Hao Jiang ◽  
Yazhen Qin ◽  
Xiaosu Zhao ◽  
Hong-Hu Zhu ◽  
...  

Abstract Genetic alterations of the mixed-lineage leukemia (MLL) gene are commonly implicated in the development of acute leukemia. In acute myeloid leukemia (AML), a partial tandem duplication (PTD) of MLL occurs in about 5%-11% of patients, mainly in adults and rarely inchildren( Meyer C et al Leukemia 2013) .It is not known whether the initial expression level of MLL-PTD affects the prognosis of AMLs. Therefore, we analyzed the clinical data of 36 AML patients with MLL-PTD treated in our institute from January 2014 to January 2016, and tried to investigate whether the initial level of MLL-PTD has an impact on the prognosis of AML patients. MLL-PTD is present in adult non-leukemichematopoiesisand observed in bone marrow and peripheral blood of adult healthy individuals. In order to identify the threshold of MLL-PTD for AML patients, a control group of bone marrow samples from 29 normal adult donors were tested. The median value of MLL-PTD was 0.046(0.014¡«0.080)%. Patients with AML were considered MLL-PTD positive if their expression level was higher than 0.08%. 430 patients were newly diagnosed AML and treated in institute between January 2014 and January 2016. Among these AML patients, AML patients with MLL-PTD were selected as the subject patients. The following inclusion criteria were applied: (1) more than 16 years old; (2)Bone marrow MLL-PTD/ABL£¾0.08%; (3)receivedmore than 2 cycles of chemotherapy. Our study was approved by the Ethics Committee of Peking UniversityPeople¡¯s Hospital.All patients offered signed informed consent to participate in the study.The cutoff date for follow-up was Match 31, 2016. Of the 430 de novo AML patients, 36(8.4%) patients were MLL-PTD positive. The median age was 48(22¡«72) years. 28 cases were diagnosed M2, and the others included 4 cases of M4, 2 cases of M5 and 2 cases of M6. 5 cases were FLT3-ITD mutation+, 2 cases were NPM1 mutation+,7cases were double-CEBPA mutation+. The complete remission (CR) rate after first induction chemotherapy was 58.3%, the total CR rate after second chemotherapy was 66.7%, 1 case achieved CR after third chemotherapy, and 1 case achieved CR withsorafenibtreatment. 2 cases receivedallo-HSCT. In the 26 cases who achieved CR1, 7 cases relapsed at a median of 5 months. The median follow-up was 4.8 (2¡«17.2) months, and 10 cases were died. According to Hans B. Ommenetal¡äs study (Ommen HB et al Br J Haemato2014), ROC analysis was performed to determine the potential optimal MLL-PTD cutoff level to predict the incidence of CR after second induction chemotherapy. We established MLL-PTD ¡Ý1% as the cut of value. 19 cases were MLL-PTD £¼1% as the low level group and 17 cases were MLL-PTD ¡Ý1% as the high level group. Distribution of FAB type (M2 incidence 100% vs. 53%, P=0.003) and biallelic CEBPA mutation incidence (37% vs. 0%, P=0.008) were significantly different between the two groups. (Table 1) The CR rate after first induction chemotherapy (78.9% VS 35.3%, P=0.008) and CR rate after second induction chemotherapy (84.2% VS 47.1%,P=0.001) were also significantly different between the two groups.(Table 2) Logistic regression analysis showed that high level of MLL-PTD was the only independent risk factor of CR rate after second induction chemotherapy (OR=0.16, P=0.024). There were 5 patients died in each group. The 15-month estimated OS between low-level and high-level groups was not significantly different (51.5% vs .67.2%, P=0.607). Our data indicates that the initial level of MLL-PTD in patients with AML affects clinical prognosis, and patients with high initial level MLL-PTD have a lower CR rate. Low level of MLL-PTD may not play a part in the development of acute leukemia. And it needs further observation to identify the effect of initial MLL-PTD level on survival. Kong Jun and Jiang Hao contributed equally to this work Disclosures No relevant conflicts of interest to declare.


Author(s):  
Nguyen Thi Thao Hien ◽  
Nguyen Thi Tuong Vy

This paper reports on an extensive reading program utilizing graded readers and the Moodle Reader for sophomore English majors at Dalat University. The main purpose of the study was to determine the impact of such a program on student reading abilities and to explore their attitudes toward the program. Data were collected from pretests, posttests, and questionnaires. Findings indicated that the extensive reading program was largely responsible for the higher mean gain on the posttest made by the experimental group, and that the majority of students expressed positive opinions toward the program. The paper concludes by putting forward some pedagogical implications on the implementation of such a program with English language students and lecturers in their courses of reading.


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