The Role of Receptive/Orthographic Vocabulary, Productive/Orthographic Vocabulary, Productive/Phonological Vocabulary and Depth of Vocabulary in Predicting Reading-to-Write Performance.

Publisher: Springer Country of Publication: United States NLM ID: 0333506 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1573-6555 (Electronic) Linking ISSN: 00906905 NLM ISO Abbreviation: J Psycholinguist Res Subsets: MEDLINE

Publication: Sept. 2004- : New York : Springer
Original Publication: New York, Plenum Press

Vocabulary* ; Reading*; Humans ; Phonetics ; Language ; Writing

Vocabulary knowledge greatly affects writing performance (Stæhr in Lang Learn J 36:139-152, 2008; Johnson in Tesol J 7:700-715 2016), but little is known about the relative contribution of different dimensions of vocabulary knowledge to reading-to-write performance. The current study attempted to investigates the contribution of receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic knowledge (ProOrth), productive/phonological (ProPhon) vocabulary knowledge and depth of vocabulary knowledge to reading-to-write scores. For this purpose, 154 Chinese English as foreign language (EFL) learners took a battery of vocabulary knowledge tests and a reading-to-write test. The extent to which vocabulary at different word frequencies predicted reading-to-write was also investigated. The results of regression indicated that ProOrth academic level, vocabulary depth, and RecOrth 2, 000 frequency level explained 40.2% of the reading-to-write score variance. Among the high-performing group, ProOrth academic and vocabulary depth were predictive of the reading-to-write score, while only ProOrth academic vocabulary explained the variance in the reading-to-write score for the low-performing group. The findings reveal the important relationship among dimensions of vocabulary knowledge and reading-to-write and stress the need for systematic vocabulary instruction.
(© 2023. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

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Keywords: Academic vocabulary; Productive/orthographic vocabulary; Productive/phonological vocabulary; Reading-to-write; Receptive/orthographic vocabulary

Date Created: 20231120 Date Completed: 20231216 Latest Revision: 20231216

20231217

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