The effects of differing vocabulary presentations on various vocabulary and text comprehension measures were investigated. Thirty‐seven college students were assigned to either a group presented pseudowords with definitions, a group presented the same pseudowords and definitions plus adjoining context, or a control group. Subsequently, all groups read a stimulus passage containing the pseudowords. Both treatment groups outperformed the control group on two vocabulary measures; whereas, the means of the two treatment groups did not differ. Vocabulary training improved text comprehension with the multiple‐choice and retell measures being primarily sensitive to the definition presentation and secondarily sensitive to the definition plus context presentation. The cloze test was primarily sensitive to the definition plus context presentation, with the definition group performing no better than the control group on this measure.
ASJC Scopus subject areas
- Psychology (miscellaneous)