Academic Vocabulary and Reading Comprehension: Exploring the Relationships across Measures of Vocabulary Knowledge

Autor/inn/en	Lawrence, Joshua Fahey; Hagen, Aste Mjelve; Hwang, Jin Kyoung; Lin, Grace; Lervåg, Arne
Titel	Academic Vocabulary and Reading Comprehension: Exploring the Relationships across Measures of Vocabulary Knowledge
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 32 (2019) 2, S.285-306 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9865-2
Schlagwörter	Vocabulary; Knowledge Level; Reading Comprehension; Middle School Students; Academic Discourse + Suchen Sie Ihr Suchwort? Wortschatz; Wissensbasis; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Discourse; Diskurs
Abstract	This study examined the relationship between knowledge of academic vocabulary and reading comprehension in data contributed by 5855 middle school students. Each student completed an academic vocabulary assessment, a standardized reading comprehension test, and one of four types of novel vocabulary-depth measures. "Multiword expressions" examined students' abilities to complete formulaic phrases. "Topical associates" items required students to identify a target word that was topically related to three others. The "hypernyms task" required students to identify the superordinate for each target word. The "definitions task" asked students to choose the definition of the target word. We modeled the relationship between performance on the reading comprehension task and each of the four types of assessments using a residual factors approach (Bentler & Satorra, 2000) with latent variables. Even though each depth measure tested exactly the same sets of words, we found that these measures had a differential impact on reading comprehension, with the definitions task explaining the largest portion of variance in reading comprehension beyond overall academic vocabulary. The knowledge of multiword expressions and topical associates--but not of hypernyms--also explained unique variance in reading comprehension even when controlling for academic vocabulary knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01