Development of Lexical Mediation in the Relation between Reading Comprehension and Word Reading Skills in Greek

Autor/inn/en	Protopapas, Athanassios; Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis G.
Titel	Development of Lexical Mediation in the Relation between Reading Comprehension and Word Reading Skills in Greek
Quelle	In: Scientific Studies of Reading, 11 (2007) 3, S.165-197 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Grade 2; Reading Comprehension; Grades (Scholastic); Greek; Foreign Countries; Reading Skills; Word Recognition; Elementary School Students; Grade 3; Grade 4; Correlation; Vocabulary Development; Age Differences; Decoding (Reading); Structural Equation Models; Greece + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; Leseverstehen; Notenspiegel; Grieche; Griechisch; Ausland; Reading skill; Lesefertigkeit; Worterkennung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Korrelation; Wortschatzarbeit; Age; Difference; Age difference; Altersunterschied; Dekodierung; Griechenland
Abstract	This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or increasing with grade. However, the unique contribution of word reading to comprehension became negligible after vocabulary measures were entered in hierarchical regression analyses, particularly for higher grades, suggesting that any effects of decoding on comprehension may be mediated by the lexicon, consistent with lexical quality hypothesis. Structural modeling with latent variables revealed an invariant path across grades in which vocabulary was defined by its covariation with reading accuracy and fluency and affected comprehension directly. It is argued that skilled word reading influences comprehension by strengthening lexical representations, at least when phonological decoding can be relatively effortless. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10