Deriving the meaning of unknown words from multiple contexts

Students from 11 to 12 years old were invited to derive the meaning of five unknown words, each embedded in three contexts. We focused on the students ' proficiency in three activities: decontextualization of the target word m eanings from the contexts (decontextualization), testing initial ideas abou t the word meanings with subsequent contexts (cumulative testing), and form ulating dictionary-like definitions (defining). We compared eight students of high and eight students of low verbal ability. The students were led ind ividually through the process of deriving the meaning of the target words, while thinking aloud. The study showed that even young students of low verb al ability are capable of performing meaning-derivation activities that are in general ascribed to mature students of high verbal ability.