ERIC Number: EJ1094139
Record Type: Journal
Publication Date: 2016-Apr
Abstractor: As Provided
The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners
Reed, Deborah K.; Petscher, Yaacov; Foorman, Barbara R.
Reading and Writing: An Interdisciplinary Journal, v29 n4 p633-657 Apr 2016
This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (?R[superscript 2] = 0.11-0.31) in comprehension as compared to spelling (?R[superscript 2] = 0.01-0.09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from 0.58 in grade 6 to 0.41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from 0.09 in grade 6 to 0.16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.
Descriptors: Vocabulary, Spelling, Reading Comprehension, Grade 6, Grade 7, Grade 8, Grade 9, Grade 10, Age Differences, Teaching Methods, Correlation, Comparative Analysis, Instructional Program Divisions, Adolescents, English Language Learners
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8; Grade 9; High Schools; Grade 10
Authoring Institution: N/A