Vocabulary Is Important for Some, but Not All Reading Skills

Autor/inn/en	Ricketts, Jessie; Nation, Kate; Bishop, Dorothy V. M.
Titel	Vocabulary Is Important for Some, but Not All Reading Skills
Quelle	In: Scientific Studies of Reading, 11 (2007) 3, S.235-257 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Vocabulary Skills; Reading Comprehension; Beginning Reading; Word Recognition; Multiple Regression Analysis; Decoding (Reading); Evaluation Methods; Measures (Individuals); Literacy; Models; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Aktiver Wortschatz; Leseverstehen; Erstleseunterricht; Worterkennung; Dekodierung; Messdaten; Alphabetisierung; Schreib- und Lesefähigkeit; Analogiemodell
Abstract	Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding, or regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all, reading skills. Results are discussed in terms of current models of reading development. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10