Project Activities
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Beck, I.L., and McKeown, M.G. (2007). Increasing Young Low-Income Children's Oral Vocabulary Repertoires Through Rich and Focused Instruction. The Elementary School Journal, 107 (3): 251-271.
Landi, N., Perfetti, C.A., Bolger, D.J., Dunlap, S., and Foorman, B.R. (2006). The Role of Discourse Context in Developing Word Form Representations: A Paradoxical Relation Between Reading and Learning. Journal of Experimental Child Psychology, 94 (2): 114-133.
McKeown, M.G., and Beck, I.L. (2004). Direct and Rich Vocabulary Instruction. In J.F. Baumann, and E.J. Kame'enui (Eds.), Vocabulary Instruction: Research to Practice (pp. 13-27). New York: Guilford Press.
Nelson, J., Balass, M., and Perfetti, C.A. (2005). Differences Between Written and Spoken Input in Learning New Words. Written Language and Literacy, Special Issue: Literacy Processes and Literacy Development, 8 (2): 101-120.
Perfetti, C.A., Landi, N., and Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. In M.J. Snowling, and C. Hulme (Eds.), The Science of Reading: A Handbook (pp. 227-247). Malden, MA: Blackwell.
Perfetti, C.A., Wlotko, E.W., and Hart, L.A. (2005). Word Learning and Individual Differences in Word Learning Reflected in Event-Related Potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31 (6): 1281-1292.
Pollatsek, A., Juhasz, B.J., Reichle, E.D., Machacek, D., and Rayner, K. (2008). Immediate and Delayed Effects of Word Frequency and Word Length on Eye Movements in Reading: A Reversed Delayed Effect of Word Length. Journal of Experimental Psychology: Human Perception and Performance, 34 (3): 726-750.
Pollatsek, A., Reichle, E.D., and Rayner, K. (2006). Tests of the E-Z Reader Model: Exploring the Interface Between Cognition and Eye-Movement Control. Cognitive Psychology, 52 (1): 1-56.
Pollatsek, A., Reichle, E.D., and Rayner, K. (2006). Attention to one Word at a Time in Reading is Still a Viable Hypothesis: Rejoinder to Inhoff, Radach, and Eiter (2006). Journal of Experimental Psychology: Human Perception and Performance, 32 (6): 1496-1500.
Reichle, E.D., and Laurent, P.A. (2006). Using Reinforcement Learning to Understand the Emergence of Intelligent Eye-Movement Behavior During Reading. Psychological Review, 113 (2): 390-408.
Reichle, E.D., and Perfetti, C.A. (2003). Morphology in Word Identification: A Word-Experience Model That Accounts for Morpheme Frequency Effects. Scientific Studies of Reading, 7 (3): 219-237.
Reichle, E.D., Pollatsek, A., and Rayner, K. (2006). E-Z Reader: A Cognitive-Control, Serial-Attention Model of Eye-Movement Behavior During Reading. Cognitive Systems Research Special Issue: Cognitive Systems Research on Models of Eye-Movement Control in Reading, 7 (1): 4-22.
Yang, C.L., Perfetti, C.A., and Schmalhofer, F. (2007). Event-Related Potential Indicators of Text Integration Across Sentence Boundaries. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33 (1): 55-89.
Yang, C.Y., Perfetti, C.A., and Schmalhofer, F. (2005). Less Skilled Comprehenders' ERPs Show Sluggish Word-to-Text Integration Processes. Written Language and Literacy, Special Issue: Literacy Processes and Literacy Development, 8 (2): 233-257.
Supplemental information
Co-Principal Investigator(s): Beck, Isabel; McKeown, Margaret
- The team identified which ERP markers are associated with which aspects of word learning, and found that ERP characteristics can predict whether a student will answer a meaning probe correctly. Thus, there appear to be consistent neurological markers of word knowledge. (Perfetti, Wlotko, and Hart, 2005)
- The team found that ERP indicators are able to differentiate skilled from less skilled word learners (whose reading comprehension skills are also different) (Perfetti, Wlotko, and Hart, 2005). This differentiation fits well into a reading model proposed by the two co-PIs, Reichle and Perfetti (Reichle and Perfetti, 2003), and supports their argument that word knowledge builds from specific episodes with words. Thus, we build vocabulary knowledge by repeated exposure to the same word in different contexts.
- The team also found that increasing instructional time for sophisticated vocabulary words in elementary classrooms increased vocabulary learning. (Beck & McKeown, 2007).
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