Vocabulary Knowledge and Reading Comprehension Account for SES-Differences in How School-Aged Children Infer Word Meanings from Sentences

Autor/inn/en	Schneider, J.M.; Abel, A.D.; Maguire, M.J.
Titel	Vocabulary Knowledge and Reading Comprehension Account for SES-Differences in How School-Aged Children Infer Word Meanings from Sentences
Quelle	In: Language Learning and Development, 19 (2023) 4, S.369-385 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schneider, J.M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2022.2081573
Schlagwörter	Vocabulary Development; Reading Comprehension; Socioeconomic Status; Inferences; Semantics; Sentences; Cognitive Ability; Language Skills; Phonology; Short Term Memory; Individual Differences; Young Children; Elementary School Students + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseverstehen; Socio-economic status; Sozioökonomischer Status; Inference; Inferenz; Semantik; Sentence analysis; Satzanalyse; Denkfähigkeit; Language skill; Sprachkompetenz; Fonologie; Kurzzeitgedächtnis; Individueller Unterschied; Frühe Kindheit
Abstract	Socioeconomic status (SES)-related language gaps are known to widen throughout the course of the school years; however, not all children from lower SES homes perform worse than their higher SES peers on measures of language. The current study uses mediation and moderated mediation to examine how cognitive and language abilities (vocabulary, reading, phonological processing, working memory) account for individual differences in children's ability to infer a novel word's meaning, a key component in word learning, in school-aged children from varying SES backgrounds. Vocabulary and reading comprehension mediated the relationship between SES and accuracy when inferring word meanings. The relationship between SES, vocabulary, and inferring word meaning was moderated by age, such that the influence of vocabulary on task performance was strongest in young children. The reading pathway did not interact with age effects, indicating reading is an important contributor to SES-related differences in how children infer a word's meaning throughout grade school. These findings highlight different paths by which children's trajectories for inferring word meanings may be impacted. (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