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Research article

First published 2023

L2 Vocabulary learning from reading: Effects of word-focused activity type,learner variables,and announcement

Hyeonah Kang, Masha Fedzechkina, Janet Nicol

Language Teaching Research

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Research article

First published 2013-12

Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading

Sebastian P. Suggate, Wolfgang Lenhard, Elisabeth Neudecker [...]

First Language

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Research article

First published 2022-4

Learning Vocabulary from Reading-only,Reading-while-listening,and Reading with Textual Input Enhancement: Insights from Vietnamese EFL Learners

Duy Van Vu, Elke Peters

RELC Journal

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Research article

First published 2008-2

Predictors of Grade 2 Word Reading and Vocabulary Learning from Grade 1 Variables in Spanish–Speaking Children: Similarities and Differences

Alexandra Gottardo, Penny Collins, Iuliana Baciu [...]

Learning Disabilities Research & Practice

Open access

Research article

First published 2025-4

Incidental Vocabulary Learning Through Reading While Listening in the Chinese EFL Classroom Context: A Longitudinal Study

Ran Wei, Dan Hu

Sage Open

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Research article

First published 2014-12

Assessing vocabulary learning in early childhood

Jessica L Hoffman, William H Teale, Kathleen A Paciga

Journal of Early Childhood Literacy

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Research article

First published 2017-1

The value of picture-book reading-based collaborative output activities for vocabulary retention

Chia-Ho Sun

Language Teaching Research

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Research article

First published 1984

Learning Vocabulary Through Reading

Joseph R Jenkins, Marcy L Stein, Katherine Wysocki

American Educational Research Journal

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Research article

First published 2024

Instructional task modality and teacher effects on L2 vocabulary learning: Evidence from adolescent learners

Hye Won Shin

Language Teaching Research

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Research article

First published 2015-11

Second language vocabulary learning through extensive reading with audio support: How do frequency and distribution of occurrence affect learning?

Stuart Webb, Anna C-S Chang

Language Teaching Research

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