Vocabulary and reading comprehension: what are the links in 7‐ to 10 year‐old children?

Abstract

The aims of the present study are: (1) to examine the contribution that vocabulary makes to reading comprehension in the Simple View of Reading model in French-speaking children aged from 7 to 10 years based on the use of an index of efficiency (i.e., speed-accuracy index); and (2) to investigate the extent to which the contribution of vocabulary to reading comprehension might change according to children's school grade level. Measures of vocabulary depth, word reading (i.e., three levels of word representations, namely orthography, phonology, semantics), listening, and reading comprehension were collected using computer-based assessments in children from Grades 2 to 5 (N = 237). We examined the contribution of vocabulary in two contrasted groups: a younger group consisting of children from Grades 2-3 and an older group with children from Grades 4-5. A confirmatory factor analysis revealed that vocabulary is a factor separate from word reading, listening and reading comprehension. Moreover, the results from a structural equation modeling analysis showed that word reading and listening comprehension fully mediated the relation between vocabulary and reading comprehension. Consequently, vocabulary had an indirect effect via word reading on reading comprehension in both groups. Finally, word reading had a greater effect on reading comprehension than listening comprehension in both groups. The results suggest that word reading plays a central role in reading comprehension and is underpinned by the influence of vocabulary. We discuss the results in the light of the lexical quality hypotheses taken together with reading comprehension.

The effects of the RELATo-BRAZIL Intervention Program in early-grade readers: outcomes of a pilot study

“…In this way, as more words are included in the vocabulary, both in breadth (number of words known by the individual) and in depth (richness of knowledge that the individual has about known words), the better the understanding of what is being read will be. There are also notes regarding the importance of lexical development for the child's development in all curricular areas, as it corroborates the understanding of instructions and problem solving [32][33][34][35] .…”

Os efeitos do Programa de Intervenção RELATo-BRAZIL em leitores iniciantes: resultados de um estudo piloto

“…Desta forma, à medida que mais palavras são incluídas ao vocabulário, tanto em amplitude (quantidade de palavras conhecidas pelo indivíduo) quanto em profundidade (riqueza de conhecimento que o indivíduo possui sobre palavras conhecidas), melhor será a compreensão do que está sendo lido. Há apontamentos, ainda, em relação à importância do desenvolvimento lexical para o desenvolvimento da criança em todas as áreas curriculares, pois corrobora a compreensão de instruções e resolução de problemas [32][33][34][35] .…”

“…Foi possível constatar que as atividades que promovem o aumento do vocabulário, utilizadas no programa ora em estudo, com o uso dos livros infantis, contribuíram positiva e significativamente para a ampliação do vocabulário das crianças. A quantidade de figuras nomeadas usualmente, observada no teste de vocabulário -ABFW, aumentou após a intervenção, demonstrando que a precisão do vocabulário é um aspecto a ser considerado como efeito da prática da leitura 25,32,33 . Na primeira etapa da avaliação, a quantidade de figuras nomeadas usualmente pelos participantes variou entre 81 e 100 das 118 figuras do teste, enquanto, na segunda etapa, esse número passou para 92 a 105.…”

A tanuláshoz, a tankönyvi szövegek megértéséhez nélkülözhetetlen szókincs játékos, számítógép-alapú, személyre szabott fejlesztése 2-4. évfolyamon

“…A szavak kiolvasása receptív képességeket igényel, míg a szavak megértése produktív képességek használatát követeli meg (Ehri, 1997;Kim & Petscher, 2023). Értő olvasásnál szükség van még fonológiai, ortográfiai, morfológiai és szemantikai ismeretekre is, melyek jóval összetettebbek, mint amikor csak pusztán kiolvasunk egy szót (Dujardin et al, 2023;Ehri, 2000;Perfetti, 2007;Perfetti & Stafura, 2014). A folyékony szó-szöveg integrációhoz, vagyis a szavak szöveggé formálásához a következő tevékenységekre van szükség: "(1) gyors, automatikus lexikai hozzáférés a szóalak alapján; (2) a kapcsolódó tudás gyors, automatikus aktiválása a memóriából; (3) a memóriához való hozzáférés az előzőleg olvasott szöveg esetében a szövegmodell, a szituációs modell vagy mindkettő szintjén; (4) a kontextusfüggő jelentés ismerete és annak gyors előhívása; és (5) az ezekből az átfedő folyamatokból létrejövő szó-szöveg integráció" (Perfetti & Stafura, 2014, p. 34).…”

“…betűzés, szinonimák, ellentétpárok, definíciók). A programban szerepeltek morfológiai, szemantikai és szintaktikai területet fejlesztő gyakorlatok (Ehri, 1997(Ehri, , 2000Dujardin et al, 2023;Kim & Petscher, 2023;Perfetti, 2007;Perfetti & Stafura, 2014) (pl. toldalékok megállapítása, mondatok kiegészítése).…”