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Developmental relations between vocabulary knowledge and reading comprehension

Title: Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study.
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Name(s): Quinn, Jamie M, author
Wagner, Richard K, author
Petscher, Yaacov, author
Lopez, Danielle, author
Type of Resource: text
Genre: Text
Date Issued: 2015-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.
Identifier: FSU_pmch_25201552 (IID), 10.1111/cdev.12292 (DOI), PMC4331220 (PMCID), 25201552 (RID), 25201552 (EID)
Grant Number: P50 HD052120, P50HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4331220.
Subject(s): Child
Child Development/physiology
Comprehension/physiology
Female
Follow-Up Studies
Humans
Male
Models, Psychological
Reading
Vocabulary
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25201552
Owner Institution: FSU
Is Part Of: Child development.
1467-8624
Issue: iss. 1, vol. 86

Choose the citation style.
Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2015). Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study. Child Development. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25201552