Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2023-05-28 DOI:10.1111/1467-9817.12426

Daniel P. Feller, Amani Talwar, Daphne Greenberg, Ryan D. Kopatich, Joseph P. Magliano

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引用次数: 0

Abstract

Background

A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This study used the Reading Systems Framework to explore the extent that moderational and mediational relations existed between word reading and semantic processing abilities in predicting reading comprehension.

Methods

Participants (N = 169) completed the Reading Inventory and Scholastic Evaluation, which consists of a series of subtests intended to measure decoding/word recognition, vocabulary, sentence processing and reading comprehension.

Results

A moderated mediation model was constructed to assess the extent to which moderational and mediational relations between word reading and semantic processing were predictive of comprehension. Results suggested that word reading moderated the effect of vocabulary knowledge on comprehension among struggling adult readers. Additionally, semantic processing at the word (i.e., vocabulary) and sentence level both significantly mediated the relation between word reading and comprehension.

Conclusions

Word reading moderated the relation between vocabulary and comprehension for struggling adult readers. Readers with greater word reading ability benefited most from having a higher degree of vocabulary knowledge. Vocabulary and sentence processing mediated the relation between word reading and comprehension. Thus, word reading appears to serve as an important gateway for struggling readers, and, as such, interventions targeting component skills of reading may have a limited impact on reading literacy tasks until word reading skills are developed.

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探讨成人阅读困难读者在词汇阅读、词汇、句子加工和理解之间的中庸和中介关系

很大一部分成年人在基本水平的阅读上有困难。单词阅读(这里定义为解码和单词识别)似乎对这一群体的读者起着关键作用;然而，对于单词阅读与其他重要的语义过程(如词汇、句子处理)之间的关系，我们所知甚少，而这些语义过程是造成阅读理解很大一部分差异的原因。本研究运用阅读系统框架探讨词汇阅读和语义处理能力在预测阅读理解中的调节和中介关系。方法169名被试完成了阅读量表和学业评价，包括解码/单词识别、词汇量、句子处理和阅读理解。结果构建了一个有调节的中介模型，以评估单词阅读和语义加工之间的调节和中介关系对理解的预测程度。结果表明，单词阅读调节了词汇知识对阅读理解的影响。此外，单词(即词汇)和句子层面的语义加工在单词阅读和理解之间的关系中都起着显著的中介作用。结论单词阅读调节了成人阅读困难学生词汇量与理解之间的关系。单词阅读能力强的读者从词汇知识的丰富程度中获益最多。词汇和句子加工在单词阅读和理解之间起中介作用。因此，单词阅读似乎是困难读者的一个重要途径，因此，针对阅读组成技能的干预可能对阅读素养任务的影响有限，直到单词阅读技能得到发展。

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

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.