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Differential Lexical Predictors of Reading Comprehension in Fourth Graders

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Title: Differential Lexical Predictors of Reading Comprehension in Fourth Graders
Language: English
Authors: Swart, Nicole M., Muijselaar, Marloes M. L., Steenbeek-Planting, Esther G., Droop, Mienke, de Jong, Peter F., Verhoeven, L.
Source: Reading and Writing: An Interdisciplinary Journal. Mar 2017 30(3):489-507.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Grade 4
Intermediate Grades
Elementary Education
Descriptors: Reading Comprehension, Grade 4, Predictor Variables, Semantics, Vocabulary, Decoding (Reading), Listening Comprehension, Elementary School Students, Foreign Countries, Longitudinal Studies, Short Term Memory, Cognitive Processes, Thinking Skills, Correlation, Children, Intelligence Tests, Verbal Ability, Achievement Tests, International Assessment, Reading Achievement, Reading Tests, Associative Learning, Factor Analysis, Regression (Statistics), Statistical Analysis
Geographic Terms: Netherlands
Assessment and Survey Identifiers: Wechsler Intelligence Scale for Children, Peabody Picture Vocabulary Test, Progress in International Reading Literacy Study
DOI: 10.1007/s11145-016-9686-0
ISSN: 0922-4777
Abstract: The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it serves as an output for the decoding process and as an input for comprehension processes. Although different aspects of the lexicon can be distinguished, research on the role of the mental lexicon in reading comprehension often does not take these individual aspects of the lexicon into account. The current study used a multicomponent approach to examine whether measures of spoken and written vocabulary breadth, vocabulary depth, and semantic relatedness were differentially predictive of individual differences in reading comprehension skills in fourth-grade students. The results indicated that, in addition to nonverbal reasoning, short-term memory, and word decoding, the four measures of lexical quality substantially added (30%) to the proportion of explained variance of reading comprehension (adding up to a total proportion of 65%). Moreover, each individual measure of lexical quality added significantly to the prediction of reading comprehension after all other measures were taken into account, with written lexical breadth and lexical depth showing the greatest increase in explained variance. It can thus be concluded that multiple components of lexical quality play a role in children's reading comprehension.
Abstractor: As Provided
Number of References: 57
Entry Date: 2017
Accession Number: EJ1130180
Database: ERIC
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  Data: Differential Lexical Predictors of Reading Comprehension in Fourth Graders
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  Data: The mental lexicon plays a central role in reading comprehension (Perfetti & Stafura, 2014). It encompasses the number of lexical entries in spoken and written language (vocabulary breadth), the semantic quality of these entries (vocabulary depth), and the connection strength between lexical representations (semantic relatedness); as such, it serves as an output for the decoding process and as an input for comprehension processes. Although different aspects of the lexicon can be distinguished, research on the role of the mental lexicon in reading comprehension often does not take these individual aspects of the lexicon into account. The current study used a multicomponent approach to examine whether measures of spoken and written vocabulary breadth, vocabulary depth, and semantic relatedness were differentially predictive of individual differences in reading comprehension skills in fourth-grade students. The results indicated that, in addition to nonverbal reasoning, short-term memory, and word decoding, the four measures of lexical quality substantially added (30%) to the proportion of explained variance of reading comprehension (adding up to a total proportion of 65%). Moreover, each individual measure of lexical quality added significantly to the prediction of reading comprehension after all other measures were taken into account, with written lexical breadth and lexical depth showing the greatest increase in explained variance. It can thus be concluded that multiple components of lexical quality play a role in children's reading comprehension.
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