How Logical Reasoning Mediates the Relation between Lexical Quality and Reading Comprehension

Autor/inn/en	Segers, Eliane; Verhoeven, Ludo
Titel	How Logical Reasoning Mediates the Relation between Lexical Quality and Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 4, S.577-590 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9613-9
Schlagwörter	Logical Thinking; Reading Comprehension; Grade 4; Elementary School Students; Decoding (Reading); Vocabulary Development; Inferences; Foreign Countries; Knowledge Level; Netherlands + Suchen Sie Ihr Suchwort? Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Dekodierung; Wortschatzarbeit; Inference; Inferenz; Ausland; Wissensbasis; Niederlande
Abstract	The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01