The Direct and Indirect Effects of Word Reading and Vocabulary on Adolescents' Reading Comprehension: Comparing Struggling and Adequate Comprehenders

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  • Additional Information
    • Availability:
      Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: http://www.springerlink.com
    • Peer Reviewed:
      Y
    • Source:
      25
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305F100013
    • Education Level:
      Middle Schools
    • Subject Terms:
      Vocabulary Development; Reading Comprehension; Statistical Analysis; Comparative Analysis; Middle School Students; Reading Difficulties; Word Recognition; Predictor Variables; Individual Differences; Role; Intervention; Reading Instruction; Reading Skills; Path Analysis; Grade 6; Grade 7; Grade 8
    • Accession Number:
      10.1007/s11145-017-9788-3
    • ISSN:
      0922-4777
    • Abstract:
      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.
    • Abstract:
      As Provided
    • Number of References:
      85
    • IES Funded:
      Yes
    • Publication Date:
      2018
    • Accession Number:
      EJ1166248