The Feasibility of an Information-Processing Methodology for the Assessment of Vocabulary Competence

The feasibility of an information-processing methodology for the assessment of vocabulary competence is examined through results of a study. High- & low-achieving ninth graders (N = 16 each) were presented with 15 paragraphs in each of which were embedded a low-frequency word & 2 context cues. Ss were required to utilize the vocabulary-acquisition processes of selective encoding, selective combination, & selective comparison to determine the meaning of the low-frequency word in each paragraph. Results indicated that the measure reliably discriminated high achievers from low achievers in their ability to decipher the meanings of low-frequency words from context. These results also correlated highly with reading & vocabulary comprehension subtests on the Metropolitan Achievement Test. Potential instructional utilization of this approach is discussed. 32 References. Adapted from the source document