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| Reading Research Quarterly | 1 |
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| McKeown, Margaret G. | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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Peer reviewedMcKeown, Margaret G.; And Others – Reading Research Quarterly, 1985
Describes a study whose purpose was to identify the relative contribution of the nature of instruction and the frequency of encounters in bringing about word knowledge proficiency in fourth-grade children. Results suggest that instruction based on definitional associations is sufficient to affect word knowledge. (HOD)
Descriptors: Comparative Analysis, Context Clues, Grade 4, Intermediate Grades
