ERIC Number: EJ959148
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 31
Does Set for Variability Mediate the Influence of Vocabulary Knowledge on the Development of Word Recognition Skills?
Tunmer, William E.; Chapman, James W.
Scientific Studies of Reading, v16 n2 p122-140 2012
This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through "set for variability", the ability to determine the correct pronunciation of approximations to spoken English words. One hundred forty children participating in a 3-year longitudinal study were administered reading and reading-related measures at four time points. Hierarchical regression and path analyses indicated that vocabulary and phonemic awareness made independent contributions to variance in set for variability; that vocabulary directly influenced future reading comprehension and indirectly influenced future decoding and word recognition through set for variability; and that set for variability influenced future reading comprehension indirectly through both decoding and word recognition, controlling for autoregressive effects. (Contains 1 figure, 4 tables and 3 footnotes.)
Descriptors: Hypothesis Testing, Word Recognition, Vocabulary Development, Pronunciation, English, Reading Comprehension, Phonemic Awareness, Regression (Statistics), Longitudinal Studies, Foreign Countries, Urban Schools, Primary Education
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Primary Education
Authoring Institution: N/A
Identifiers - Location: New Zealand