The Role of Receptive/Orthographic Vocabulary, Productive/Orthographic Vocabulary, Productive/Phonological Vocabulary and Depth of Vocabulary in Predicting Reading-to-Write Performance

Autor/in	Pan, Rujun
Titel	The Role of Receptive/Orthographic Vocabulary, Productive/Orthographic Vocabulary, Productive/Phonological Vocabulary and Depth of Vocabulary in Predicting Reading-to-Write Performance
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 6, S.3039-3062 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pan, Rujun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-10027-8
Schlagwörter	Receptive Language; Orthographic Symbols; Vocabulary Development; Phonology; Predictor Variables; Reading Writing Relationship; Scores + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Fonologie; Prädiktor
Abstract	Vocabulary knowledge greatly affects writing performance (Staehr in Lang Learn J 36:139-152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic knowledge (ProOrth), productive/phonological (ProPhon) vocabulary knowledge and depth of vocabulary knowledge to reading-to-write scores. For this purpose, 154 Chinese English as foreign language (EFL) learners took a battery of vocabulary knowledge tests and a reading-to-write test. The extent to which vocabulary at different word frequencies predicted reading-to-write was also investigated. The results of regression indicated that ProOrth academic level, vocabulary depth, and RecOrth 2, 000 frequency level explained 40.2% of the reading-to-write score variance. Among the high-performing group, ProOrth academic and vocabulary depth were predictive of the reading-to-write score, while only ProOrth academic vocabulary explained the variance in the reading-to-write score for the low-performing group. The findings reveal the important relationship among dimensions of vocabulary knowledge and reading-to-write and stress the need for systematic vocabulary instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01