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Are vocabulary and word reading reciprocally related?
Georgiou, George Inoue, Tomohiro Parrila, Rauno
Georgiou, George
Inoue, Tomohiro
Parrila, Rauno
Abstract
Purpose
The purpose of this study was to examine if word reading and vocabulary are reciprocally related.
Method
We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; Mage = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocabulary and word reading.
Results
Results of cross-lagged analyses revealed only unidirectional relations: word reading in Grade 1 predicted vocabulary in Grades 2 and 3.
Conclusion
These findings suggest that once children reach a basic level of proficiency in word reading this allows them to be independent readers and enhance their vocabulary.
Keywords
Date
2023
Type
Journal article
Journal
Scientific Studies of Reading
Book
Volume
27
Issue
2
Page Range
160-168
Article Number
ACU Department
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled