Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning

Autor/inn/en	Paige, David D.; Smith, Grant S.
Titel	Academic Vocabulary and Reading Fluency: Unlikely Bedfellows in the Quest for Textual Meaning
Quelle	In: Education Sciences, 8 (2018), Artikel 165 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Paige, David D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Reading Fluency; Academic Discourse; Vocabulary Development; Grade 6; Grade 7; Reading Comprehension; Correlation; Reading Processes; Reading Rate; Middle School Students; Reading Tests; Taxonomy; Sustained Silent Reading + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Wortschatzarbeit; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Leseverstehen; Korrelation; Leseprozess; Reading readiness; Reading speed; Lesegeschwindigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesetest; Taxonomie; Stilles Lesen
Abstract	Academic vocabulary is the specialized language used to communicate within academic settings. The Coxhead (2000) taxonomy is one such list that identifies 570 headwords representing academic vocabulary. Researchers have hypothesized that students possessing greater fluent reading skills are more likely to benefit from exposure to vocabulary due to greater amounts of time spent reading (Nagy and Stahl, 2007; Stanovich, 1986). In this study of 138 sixth- and seventh-grade students, we assess academic vocabulary, indicators of fluent reading, and silent reading comprehension to gain insight into relationships between the three. Our results found that reading rate mediates the relationship between academic vocabulary and reading comprehension, accounting for nearly one-third of the explained variance. Using simple slope analysis, we identified a threshold suggesting the point where reading rate exerts a neutral effect on reading comprehension beyond which vocabulary learning is no longer hindered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01