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ERIC Number: EJ1382301
Record Type: Journal
Publication Date: 2023
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8438
EISSN: EISSN-1532-799X
Are Vocabulary and Word Reading Reciprocally Related?
Georgiou, George; Inoue, Tomohiro; Parrila, Rauno
Scientific Studies of Reading, v27 n2 p160-168 2023
Purpose: The purpose of this study was to examine if word reading and vocabulary are reciprocally related. Method: We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; M[subscript age] = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocabulary and word reading. Results: Results of cross-lagged analyses revealed only unidirectional relations: word reading in Grade 1 predicted vocabulary in Grades 2 and 3. Conclusion: These findings suggest that once children reach a basic level of proficiency in word reading this allows them to be independent readers and enhance their vocabulary.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Edmonton)
Identifiers - Assessments and Surveys: Woodcock Reading Mastery Test
Grant or Contract Numbers: N/A