Prediction of Reading Comprehension in Early and Late Elementary Grades: Contribution of Word Decoding, Vocabulary and Syntactic Knowledge

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Objectives: The purpose of this study was to explore the role of vocabulary breadth and depth in reading comprehension. Specifically, the study examined which vocabulary knowledge (including receptive vocabulary, word associations and definitions) would influence on reading comprehension. Methods: Forty-three children in grades 1-2 and 51 children in grades 3-4 participated in the study. All children obtained 70 or higher on the nonverbal intelligence test. All participants were administered two reading comprehension tasks, and three vocabulary tests including receptive vocabulary, word associations, and word definitions. Because different reading comprehension formats would have different components affecting the contribution of reading comprehension, an open-ended question format and cloze task format were used. Stepwise multiple regressions were conducted to determine which vocabulary knowledge explained the two reading comprehension scores. Results: In grades 1 and 2, word association and definition accounted for the unique variances in each reading comprehension task. In grades 3 and 4, definition explained the variance in each comprehension task. Receptive vocabulary accounted for additional variance only on cloze-format reading comprehension. Conclusion: The results of the study were consistent with previous studies which suggested vocabulary knowledge would be an important key for text comprehension. Specifically, depth of vocabulary is more important for reading comprehension than depth breadth of vocabulary.

“…해를 지속적으로 예측하는 유의한 변인 중 하나이다 (Cain & Oakhill, 2011;McKeown, Beck, Omanson, & Perfetti, 1983;Yoon, 2015).…”

Section: 어휘능력은 읽기이해와 관련성이 높은 변인일 뿐 아니라 읽기이unclassified

The Role of Vocabulary Breadth and Depth on Reading Comprehension in Grade 1–4

Yoon¹,

Soyeong²,

Chung³

2018

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“…해독과 관련된 대표적인 음운처리능력인 음운인식(phonological awareness)은 각 개인이 속한 언어의 말소리를 지각하고 조작하 는 능력으로 해독능력과 밀접한 연관이 있는 요인으로 밝혀졌다 (Kim, Yoo, & Kim, 2010;Scarborough, 1998;Swan & Goswami, 1997;Yoon, 2015). 음운인식능력은 음절인식부터 음절체, 종성, 음 소인식 순서로 발달하며 (Kim et al, 2010), 특히 음소 수준의 인식 이 읽기능력과 관련성이 높다고 알려져 있어 (Pennington & Bishop, 2009) 음운인식은 해독을 습득하는 저학년과 불투명한 철자체계인 영 어에서 좀 더 중요한 음운처리능력으로 나타나 학년이나 철자체계 의 깊이(orthographic depth)가 영향을 미치는 요인으로 나타났다 (Pinto, Bigozzi, Tarchi, Vezzani, & Accorti Gamannossi, 2016;Kotoulas, 2004) (Denckla & Cutting, 1999;Georgiou, Parrila, & Kirby, 2009).…”

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Phonological Awareness, Rapid Naming, and Nonword Repetition Abilities in Children with Dyslexia in Grade 1 to 6

Yoon¹,

Kim²

2022

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Objectives: This study examined phonological awareness, rapid automatized naming (RAN), and nonword repetition abilities in children with dyslexia and typically developing children in grade 1 to 6. To examine the phonological processing abilities according to reading developmental stage, participants were divided into two groups: grade 1-2 and grade 3-6. Methods: A total of 78 children with dyslexia and typically developing children in grade 1-2 and 3-6 participated. All participants had no problems in nonverbal cognition and receptive vocabulary. Children with dyslexia had to score a standard score of 85 or less, and among the typically developing children those with a standard score of 90 or higher on the word decoding test of the standardized reading test were selected. Phonological processing abilities were tested using the phonological awareness, rapid naming, and nonword repetition tasks. Results: Children with dyslexia showed lower performance in phonological awareness, RAN, and nonword repetition tasks compared to typically developing children. In addition, it was found that all phonological processing abilities improved as the grade increased. There was an interaction effect on only nonword repetition, with no difference between children with dyslexia and typically developing children in grade 3-6. Conclusion: Even in Hangul, a transparent orthography, children with dyslexia had problems in all three phonological processing abilities. The effect size was the largest on the RAN between the two reading groups, so children with dyslexia were likely to have most difficulty on RAN. Finally, vocabulary ability in children with dyslexia would influence nonword repetition abilities.

“…이야기담화의 구조는 기승전결이 있으며 앞부분의 내용 과 연결하여 일관된 맥락 속에서 내용을 이해하도록 돕는다 (Broek, 1994;Zwaan, 1994 (Catin & Oakhill, 2007;Rapp, Broek, McMaster, Kendeou, & Espin, 2007;Broek, Lorch, Linderholm, & Gustafson, 2001 (Kim & Hwang, 2008;Kim, Yoo, Hwang, Kim, & Koh, 2010). 특히 읽기와 듣기 두 가지 모드를 모두 살펴본 연구 는 매우 제한적이다 (Jung, 2009;Kim & Koh, 2019;Yoon, 2015…”

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Text Comprehension of Korean Developmental Dyslexic Children Considering Mode and Type of Texts

Lee¹,

Jang²,

Soyeong³

2021

Objectives: Korean developmental dyslexic upper grade children's text comprehension abilities were investigated considering the mode of texts (reading vs listening) as well as the type of texts (narrative vs expository). Methods: Sixteen 5th to 6th graders with developmental dyslexia (DD) and grade and cognition-matched typically developing children (TD) participated in 4 text comprehension tasks. Each child responded to 32 questions, 8 in each text, tapping comprehension of texts counterbalancing the effect of mode and type of texts. Results: First, children with DD performed lower than TD children in text comprehension, reflecting developmental dyslexic Korean children's performance cross linguistically even with the high orthographic transparency of Hangeul. Second, children with DD performed better in the mode of reading compared to the mode of listening, which was the same as the TD children. Third, the effect of type of text was meaningful to only children with DD, while TD children's performance between narrative and expository text was not different. Conclusion: Korean upper grade children with DD seemed to rely heavily on the mode of reading in comprehending texts similarly to their grade-matched children, while children with DD had greater difficulties in comprehending the expository texts both in reading and listening modes compared to the narrative texts. Each child with DD's developmental level of the type and mode of texts needs to be considered to support his/her text comprehension abilities. Further studies need to be extended to the Korean language considering the type of texts with the DIER model.