Are Vocabulary and Word Reading Reciprocally Related?

IF 2.9 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Scientific Studies of Reading Pub Date : 2022-09-13 DOI:10.1080/10888438.2022.2123275

George K. Georgiou, Tomohiro Inoue, R. Parrila

引用次数: 2

Abstract

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; Mage = 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.

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词汇和单词阅读有相互关系吗？

摘要目的本研究的目的是检验单词阅读和词汇量是否相互相关。方法我们对172名讲英语的加拿大儿童(82名女孩，90名男孩;从一年级开始到三年级开始，法师= 75.87个月(第一个测量点)，对他们的词汇和单词阅读进行了三次评估。结果交叉滞后分析结果显示，一年级的词汇阅读预测二年级和三年级的词汇量是单向的。这些发现表明，一旦儿童达到了单词阅读的基本水平，他们就可以成为独立的读者，并增加他们的词汇量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Scientific Studies of Reading Multiple-

CiteScore

7.20

自引率

2.70%

发文量

期刊介绍： This journal publishes original empirical investigations dealing with all aspects of reading and its related areas, and, occasionally, scholarly reviews of the literature, papers focused on theory development, and discussions of social policy issues. Papers range from very basic studies to those whose main thrust is toward educational practice. The journal also includes work on "all aspects of reading and its related areas," a phrase that is sufficiently general to encompass issues related to word recognition, comprehension, writing, intervention, and assessment involving very young children and/or adults.