The direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders

Oslund, Eric L.; Clemens, Nathan H.; Simmons, Deborah C.; Simmons, Leslie E.

doi:10.1007/s11145-017-9788-3

Cited by 36 publications

(24 citation statements)

References 66 publications

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“…The multifaceted nature of reading comprehension is reflected in component models that consider subcomponents of comprehension. Component models such as the direct and inferential mediation model (DIME; Ahmed et al, 2016; Cromley, Snyder-Hogan, & Luciw-Dubas, 2010; Oslund, Clemens, Simmons, & Simmons, 2018; Oslund, Clemens, Simmons, Smith, & Simmons, 2016) have been fairly consistent in their findings. These models indicate that vocabulary, both directly and indirectly, is consistently the strongest predictor of reading comprehension for younger adolescents.…”

Section: The Complexity Of Reading Comprehensionmentioning

confidence: 77%

Reading Comprehension Research: Implications for Practice and Policy

Elleman

Oslund

2019

Policy Insights from the Behavioral and Brain Sciences

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115

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To increase reading comprehension, educators will need to provide early and sustained instruction in knowledge, vocabulary, inference generation, and comprehension monitoring. Key Points • • Improving adolescent reading comprehension will require a concerted effort from researchers, educators, and policy makers to forgo short-term gains on measures that tap low-level comprehension for long-term solutions that take years to develop. • • An early and sustained focus on developing background knowledge, vocabulary, inference, and comprehension monitoring skills is necessary to improve reading comprehension across grade levels. • • Despite decades of reading comprehension research, a limited amount of time is spent using evidence-based methods in classrooms. • • Education leaders will need to strengthen teacher preparation programs and professional development to ensure teachers are prepared to use evidence-based practices to meet the literacy needs of their students.

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Section: The Complexity Of Reading Comprehensionmentioning

confidence: 77%

Reading Comprehension Research: Implications for Practice and Policy

Elleman

Oslund

2019

Policy Insights from the Behavioral and Brain Sciences

Self Cite

115

View full text Add to dashboard Cite

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“…These programs explicitly teach selected vocabulary to students and include strategies to derive the meaning of unknown words, such as through context clues. Vocabulary proficiency has been shown to have a relation with reading proficiency (Oslund, Clemens, Simmons, & Simmons, ; Uccelli, Phillips Galloway, Barr, Meneses, & Dobbs, ). In their review of research on vocabulary interventions in grades K–12, Wright and Cervetti () found positive effects on comprehension of passages containing specifically taught words but not on generalized comprehension.…”

Section: Methodsmentioning

confidence: 99%

A Synthesis of Quantitative Research on Reading Programs for Secondary Students

Baye

Inns

Lake

et al. 2018

Reading Research Quarterly

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A B S T R A C TRecent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment (n = 62) or high-quality quasi-experiments (n = 7) to evaluate outcomes of 51 programs on widely accepted measures of reading. Categories of programs using one-to-one and small-group tutoring, cooperative learning, whole-school approaches including organizational reforms such as teacher teams, and writing-focused approaches showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. Categories in which these individual programs appear include programs emphasizing social studies/science, structured strategies, and personalized and group/personalization rotation approaches for struggling readers. Programs that provide a daily extra period of reading and those utilizing technology were no more effective, on average, than programs that did not provide these resources. The findings suggest that secondary readers benefit more from socially and cognitively engaging instruction than from additional reading periods or technology.

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“…Understanding a text requires knowing meanings of most of the words within it (Nagy & Scott, 2000), and a meta-analysis of experimental studies indicates a causal relationship between vocabulary and reading comprehension (Elleman et al, 2009). As children develop proficiency in word reading, vocabulary and broader language skills play an increasingly important role in text comprehension (Foorman et al, 2018;Oslund et al, 2018). Unfortunately, many children with language-based learning difficulties, such as dyslexia and developmental language disorder (DLD), demonstrate difficulty learning new words (Alt et al, 2019;Kan & Windsor, 2010;Thomson & Goswami, 2010), and this reduced vocabulary, in turn, negatively impacts reading comprehension, academic progress, employment opportunities, and quality of life (Braze et al, 2007;Conti-Ramsden & Durkin, 2012;Johnson et al, 2010).…”

mentioning

confidence: 99%

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia

Adlof

Baron

Bell

et al. 2021

J Speech Lang Hear Res

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Purpose Word learning difficulties have been documented in multiple studies involving children with dyslexia and developmental language disorder (DLD; see also specific language impairment). However, no previous studies have directly contrasted word learning in these two frequently co-occurring disorders. We examined word learning in second-grade students with DLD-only and dyslexia-only as compared to each other, peers with both disorders (DLD + dyslexia), and peers with typical development. We hypothesized that children with dyslexia-only and DLD-only would show differences in word learning due to differences in their core language strengths and weaknesses. Method Children ( N = 244) were taught eight novel pseudowords paired with unfamiliar objects. The teaching script included multiple exposures to the phonological form, the pictured object, a verbal semantic description of the object, and spaced retrieval practice opportunities. Word learning was assessed immediately after instruction with tasks requiring recall or recognition of the phonological and semantic information. Results Children with dyslexia-only performed significantly better on existing vocabulary measures than their peers with DLD-only. On experimental word learning measures, children in the dyslexia-only and DLD + dyslexia groups showed significantly poorer performance than typically developing children on all word learning tasks. Children with DLD-only differed significantly from the TD group on a single word learning task assessing verbal semantic recall. Conclusions Overall, results indicated that children with dyslexia display broad word learning difficulties extending beyond the phonological domain; however, this contrasted with their relatively strong performance on measures of existing vocabulary knowledge. More research is needed to understand relations between word learning abilities and overall vocabulary knowledge and how to close vocabulary gaps for children with both disorders. Supplemental Material https://doi.org/10.23641/asha.14832717

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The direct and indirect effects of word reading and vocabulary on adolescents’ reading comprehension: Comparing struggling and adequate comprehenders

Cited by 36 publications

References 66 publications

Reading Comprehension Research: Implications for Practice and Policy

Reading Comprehension Research: Implications for Practice and Policy

A Synthesis of Quantitative Research on Reading Programs for Secondary Students

Spoken Word Learning in Children With Developmental Language Disorder or Dyslexia

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