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ERIC Number: EJ1166248
Record Type: Journal
Publication Date: 2018-Feb
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
The Direct and Indirect Effects of Word Reading and Vocabulary on Adolescents' Reading Comprehension: Comparing Struggling and Adequate Comprehenders
Oslund, Eric L.; Clemens, Nathan H.; Simmons, Deborah C.; Simmons, Leslie E.
Reading and Writing: An Interdisciplinary Journal, v31 n2 p355-379 Feb 2018
The current study examined statistically significant differences between struggling and adequate readers using a multicomponent model of reading comprehension in 796 sixth through eighth graders, with a primary focus on word reading and vocabulary. Path analyses and Wald tests were used to investigate the direct and indirect relations of word identification, vocabulary, silent reading efficiency, and inference-making on reading comprehension. Comparing struggling versus adequate comprehenders revealed statistically significant differences in path coefficients. In both groups, vocabulary had the largest total effect when considering its direct and indirect effects. Word identification was the strongest direct predictor for struggling comprehenders (ß = 0.18 for struggling vs. ß = - 0.03 for adequate), while vocabulary was the strongest predictor for adequate comprehenders (ß = 0.40 for adequate vs. ß = 0.14 for struggling). Findings reinforce (a) vocabulary knowledge plays a primary role in explaining individual differences in adolescent reading comprehension, (b) the need to differentiate intervention to address underlying difficulties of struggling readers, and (c) the relations of reading component skills (e.g., word reading and silent reading efficiency) to reading comprehension may be different based on reader proficiency.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013