Elise de Bree, Josje Verhagen
Statistical learning in children with a family risk of dyslexia
Dyslexia (Chichester, England)
abstract although numerous studies identified correlational relationship vocabulary comprehension know less vocabulary interventions impact reading comprehension therefore study systematic review vocabulary interventions comprehension outcomes analyses 36 studies met criteria organized around type comprehension measure ie comprehension passages included taught words generalized comprehension measures b type intervention ie direct teaching word meanings wordlearning strategies authors looked patterns characteristics vocabulary instruction within analyses findings led four major themes 1 teaching word meanings supported comprehension text containing target words almost cases 2 instruction focused active processing typically impactful definition dictionary method supporting comprehension text containing target words know much instruction sufficient 3 limited evidence direct teaching word meanings even longterm multifaceted interventions large numbers words improve generalized comprehension 4 currently empirical evidence instruction one two strategies solving word meanings impact generalized comprehension however studies actively teach students monitor understanding vocabulary use multiple flexible strategies solving word meanings promising area future research authors discuss implications themes well critical avenues future vocabulary research