From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

Autor/inn/en	van der Kleij, Sanne W.; Burgess, Adrian P.; Ricketts, Jessie; Shapiro, Laura R.
Titel	From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension
Quelle	In: Scientific Studies of Reading, 26 (2022) 6, S.514-526 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Kleij, Sanne W.) ORCID (Burgess, Adrian P.) ORCID (Ricketts, Jessie) ORCID (Shapiro, Laura R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2022.2068418
Schlagwörter	Vocabulary Development; Reading Comprehension; Reading Skills; Word Recognition; Recreational Reading; Prediction; Correlation; Reading Processes; School Entrance Age; Longitudinal Studies; Elementary School Students; Secondary School Students; Reading Tests; Achievement Tests; Reading Achievement; Foreign Countries; International Assessment; Grade 4; Alphabets; United Kingdom (Birmingham); Test of Word Reading Efficiency; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseverstehen; Reading skill; Lesefertigkeit; Worterkennung; Häusliche Lektüre; Vorhersage; Korrelation; Leseprozess; Einschulungsalter; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leseleistung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Buchstabenschrift
Abstract	Purpose: We investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys). Method: Structural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both. Results: We found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated. Conclusion: Our findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01