Ricketts, Jessie;
Nation, Kate;
Bishop, Dorothy V.M.;
Bishop, DVM;
(2007)
Vocabulary is important for some, but not all reading skills.
Scientific Studies of Reading
, 11
pp. 235-257.
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Abstract
Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children of 8-10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading comprehension, but not text reading accuracy, decoding and regular word reading. Consistent with these data, children with poor reading comprehension exhibited oral vocabulary weaknesses and read fewer exception words correctly. These findings demonstrate that oral vocabulary is associated with some, but not all reading skills. Results are discussed in terms of current models of reading development.
| Type: | Article |
|---|---|
| Title: | Vocabulary is important for some, but not all reading skills |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This is an electronic version of an article published in Ricketts, Jessie and Nation, Kate and Bishop, Dorothy V.M. (2007) Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11 (3). pp. 235-257. Scientific Studies of Reading is available online at: http://www.informaworld.com/10.1080/10888430701344306 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10000961 |
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