A number of experiments have demonstrated the effectiveness of the KWM. One of the most common research designs has been to test the KWM against other methods of learning vocabulary. The KWM has been compared with learning words in context (e.g., immersion) or learning words with no given strategy. For example, McDaniel and Pressley (1989) found the KWM to be significantly more facilitative to learning over the context method. It has also been shown that the KWM is superior over systematic teaching (King-Sears et al., 1992). Additionally, this method has been shown to be an effective tool in learning many words in a short amount of time. Atkinson and Raugh (1975) found that students were able to learn 120 new words in three days (40 words a day). In sum, a good deal of research has shown that the KWM of vocabulary learning is highly effective.