Literaturnachweis - Detailanzeige
| Autor/inn/en | Georgiou, George; Inoue, Tomohiro; Parrila, Rauno |
|---|---|
| Titel | Are Vocabulary and Word Reading Reciprocally Related? |
| Quelle | In: Scientific Studies of Reading, 27 (2023) 2, S.160-168 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Georgiou, George) ORCID (Inoue, Tomohiro) ORCID (Parrila, Rauno) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8438 |
| DOI | 10.1080/10888438.2022.2123275 |
| Schlagwörter | Foreign Countries; Grade 1; Grade 2; Grade 3; Elementary School Students; Public Schools; Early Reading; Vocabulary Development; Word Recognition; Phonological Awareness; Reading Tests; Canada (Edmonton); Woodcock Reading Mastery Test |
| Abstract | Purpose: The purpose of this study was to examine if word reading and vocabulary are reciprocally related. Method: We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; M[subscript age] = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocabulary and word reading. Results: Results of cross-lagged analyses revealed only unidirectional relations: word reading in Grade 1 predicted vocabulary in Grades 2 and 3. Conclusion: These findings suggest that once children reach a basic level of proficiency in word reading this allows them to be independent readers and enhance their vocabulary. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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