Students' extracurricular reading behavior and the development of vocabulary and reading comprehension

Pfost, Maximilian; Dörfler, Tobias; Artelt, Cordula

doi:10.1016/j.lindif.2013.04.008

Cited by 110 publications

(106 citation statements)

References 46 publications

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“…We might add that the type of text the child is reading is also expected to be a variable because reading material that exposes the child to a wider range of vocabulary should also benefit vocabulary growth. Related to this point, Pfost, Dorfler, and Artelt (2013) reported that time reading narratives was much more predictive of vocabulary than was time reading newspapers, magazines, comics, or nonfiction. Thus, the results of this analysis are consistent with Stanovich's (1986) proposal as well as with that of Nagy et al's (1985) view that vocabulary growth during school years is largely due to incidental learning from written contexts.…”

Section: Relationship Of Reading To Vocabulary Growthmentioning

confidence: 99%

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Duff

Tomblin

Catts

2015

J Speech Lang Hear Res

123

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Purpose: Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986). Method: In the current study, assessments of written word-reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth. Results: Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers. Conclusions: Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large.

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Section: Relationship Of Reading To Vocabulary Growthmentioning

confidence: 99%

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

Duff

Tomblin

Catts

2015

J Speech Lang Hear Res

123

View full text Add to dashboard Cite

show abstract

“…The scale focuses on book reading that has been shown to pre-dict students' reading achievement better than reading of other materials such as newspapers or chats (Pfost, Dörfler, & Artelt, 2013). It considers the number of books read in the last year as well as the length and frequency of reading activities (see also Becker et al, 2010).…”

Section: Reading Amountmentioning

confidence: 99%

The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

Schaffner

Schiefele

2016

Reading Psychology

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“…I tillegg til Norge var det tretten land som valgte å introdu- Pfost et al, 2013, bruker begrepet book reading, Duncan et al, 2016, undersøker sere ePIRLS: Canada, Danmark, Georgia, Irland, Israel, Italia, Portugal, Singapore, Slovenia, Sverige, Taiwan, De forente arabiske emirater og USA. Det er saerlig interessant for oss å sammenlikne de norske resultatene med resultatene fra våre naermeste naboland, Danmark og Sverige.…”

Section: Deltakelse I Epirlsunclassified

“…Det vil si at det er en sterk sammenheng mellom fritidslesing og leseforståelse, også i en prøve i nettlesing som ePIRLS, for både gutter og jenter. Pfost et al (2013) analyserte barns leseferdighet i sammenheng med både papirbaserte og digitale modaliteter og fant at boklesing hadde en positiv effekt på leseforståelse og vokabular, mens enkelte digitale aktiviteter (chatting og e-post) hadde en negativ innflytelse på leseforståelsen. Duncan et al (2016, s. 223) gjorde liknende funn blant 11-15-åringer i Vest-Australia.…”

Section: Hvor Mye Leser Norske Elever På Fritida?unclassified

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3 Norske resultater fra ePIRLS – Online Informational Reading

Støle¹,

Schwippert²

2017

Klar Framgang!

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HILDEGUNN STØLE OG KNUT SCHWIPPERTSAMMENDRAG I denne artikkelen presenteres den nye elektroniske leseprøven ePIRLS. Norske resultater analyseres i lys av bakgrunnsvariabler som elevenes kjønn, digitale aktiviteter og fritidslesing. Et par av disse sammenliknes med elevresultatene fra den tradisjonelle, papirbaserte PIRLS. I tillegg sammenliknes norske 5.-trinnselevers resultater med noen av de andre landenes resultater, i hovedsak våre naboland Danmark og Sverige. NØKKELORD ePIRLS | online informasjonslesing | leseforståelse | barns digitale aktiviteter | fritidslesingABSTRACT This article presents the new electronic reading assessment, ePIRLS. Norwegian results are analysed in relations to background variables such as gender, students' digital activities and leisure reading. A couple of these analyses include results from the traditional paper-and-pencil PIRLS assessment. Some results from Norwegian 5 th grade students are compared to results from some of the other countries, in particular our neighbours, Denmark and Sweden.KEYWORDS ePIRLS | online informational reading | reading comprehension | children's digital activities | leisure reading INNLEDNINGI denne artikkelen presenteres ePIRLS, som er en ny og spennende leseprøve i PIRLS-sammenheng. Den digitale ePIRLS måler såkalt online informational reading, heretter kalt online informasjonslesing eller bare nettlesing. Prøven simulerer lesing på Internett og benytter tekster med varierte illustrasjoner, hyperlenker

show abstract

Students' extracurricular reading behavior and the development of vocabulary and reading comprehension

Cited by 110 publications

References 46 publications

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect

The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation

3 Norske resultater fra ePIRLS – Online Informational Reading

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