scholarly journals The relationship between expressive vocabulary knowledge and reading skills for adult struggling readers

2012 ◽  
Vol 37 (S1) ◽  
pp. S87-S100 ◽  
Author(s):  
Ryan Hall ◽  
Daphne Greenberg ◽  
Jacqueline Laures-Gore ◽  
Hye K. Pae
Keyword(s):  
Struggling Readers ◽  
Reading Skills ◽  
Vocabulary Knowledge ◽  
Expressive Vocabulary ◽  
The Relationship

Exploring the Potential Impact of Sentence-Level Comprehension and Sentence-Level Fluency on Deaf Students' Passage Comprehension

2020 ◽  
Vol 63 (7) ◽  
pp. 2281-2292
Author(s):  
Ying Zhao ◽  
Xinchun Wu ◽  
Hongjun Chen ◽  
Peng Sun ◽  
Ruibo Xie ◽  
...  
Keyword(s):  
Independent Predictor ◽  
Vocabulary Knowledge ◽  
Group Differences ◽  
Regression Analyses ◽  
Deaf Students ◽  
Mediating Role ◽  
Sentence Level ◽  
Mediating Mechanisms ◽  
Potential Impact ◽  
The Relationship

Purpose This exploratory study aimed to investigate the potential impact of sentence-level comprehension and sentence-level fluency on passage comprehension of deaf students in elementary school. Method A total of 159 deaf students, 65 students ( M age = 13.46 years) in Grades 3 and 4 and 94 students ( M age = 14.95 years) in Grades 5 and 6, were assessed for nonverbal intelligence, vocabulary knowledge, sentence-level comprehension, sentence-level fluency, and passage comprehension. Group differences were examined using t tests, whereas the predictive and mediating mechanisms were examined using regression modeling. Results The regression analyses showed that the effect of sentence-level comprehension on passage comprehension was not significant, whereas sentence-level fluency was an independent predictor in Grades 3–4. Sentence-level comprehension and fluency contributed significant variance to passage comprehension in Grades 5–6. Sentence-level fluency fully mediated the influence of sentence-level comprehension on passage comprehension in Grades 3–4, playing a partial mediating role in Grades 5–6. Conclusions The relative contributions of sentence-level comprehension and fluency to deaf students' passage comprehension varied, and sentence-level fluency mediated the relationship between sentence-level comprehension and passage comprehension.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

2014 ◽  
Author(s):  
Σοφία Παπαϊωάννου
Keyword(s):  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Short Term Memory ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Cognitive Approach ◽  
Academic Difficulties ◽  
Close Link ◽  
Development Of Language

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive abilities. This study focuses on Attention and Executive skills (EFs) and theirconnection with the development of language and reading skills among elementary schoolstudents, with emphasis on reading comprehension. In the context of two studies weexamined: the effect of Attention and EFs on Reading Comprehension controlling for printrelatedskills, the direct and indirect effects of attention, the factors that may moderate theseeffects of cognitive abilities on Reading Comprehension, and the cognitive and academicperformance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, andacademic skills was administered to a representative sample of, largely untreated, Greekelementary school students (N= 597 and N=923, respectively). Attention and EFs contributedsignificant additional variance to the prediction of Reading Comprehension after controllingfor efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-relatedabilities contributed to Reading Comprehension indirectly through EFs. The only factor thatmoderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significantdeficits in EFs and STM were restricted to the groups of students displaying inattentionsymptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting,everyday symptoms of inattention, and achievement in math and word-level reading skills.Reduced performance on EF measures was identified as the most important factor thatdistinguished between students with pervasive academic difficulties and their typicallyachieving peers, regardless of the presence of inattention symptoms. Considering the crosssectionalnature of the present study, our results provide some support to the hypothesis that EF deficits are causally related to developmental academic difficulties, and may set a firmbasis for implementing a cognitive approach to the management of students with ReadingComprehension difficulties and severe inattention symptoms.

scholarly journals Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits

2014 ◽  
Vol 28 (4) ◽  
pp. 545-569 ◽  
Author(s):  
Sarah P. McGeown ◽  
Lynne G. Duncan ◽  
Yvonne M. Griffiths ◽  
Sue E. Stothard
Keyword(s):  
Reading Skills ◽  
Reading Motivation ◽  
Reading Habits ◽  
The Relationship

scholarly journals The Relationship between Morphological Awareness and Vocabulary Knowledge of Thai EFL Students

2019 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Sarunya Tarat
Keyword(s):  
English Language ◽  
Morphological Awareness ◽  
Northern Region ◽  
Vocabulary Knowledge ◽  
Efl Learners ◽  
Significant Difference ◽  
Identification Test ◽  
Efl Students ◽  
Unknown Words ◽  
The Relationship

This study focuses on the relationship between morphological awareness and vocabulary knowledge of English among Thai EFL university students. All participants are taking English language as their major field in the universities situated at the lower northern region of Thailand. The morphological awareness identification test was employed to identify the linkage between morphological awareness and vocabulary gain Thai EFL learners. The test was divided into 2 parts: self-checking and morpheme identification. Fifty English vocabularies in intermediate and upper-intermediate level were used in the test in which the participants were requested to check whether they have seen the vocabularies in the test and also asked to break those vocabularies into morphemic units. The results showed that the participants possessed an adequate level of morphological awareness to break words into morphemes correctly even though they were unknown words of the participants. Additionally, the findings also revealed that there is no significant difference between male and female in acquiring morphological awareness of English and gaining English vocabularies.

The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading

2016 ◽  
Vol 35 (1) ◽  
pp. 3-25 ◽  
Author(s):  
Junyu Cheng ◽  
Joshua Matthews
Keyword(s):  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Reading Scores ◽  
Knowledge Test ◽  
L2 Reading ◽  
Chinese Learners ◽  
Different Dimensions ◽  
L2 Listening ◽  
L2 Vocabulary ◽  
The Relationship

This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic (ProOrth) vocabulary knowledge and productive/phonological (ProPhon) vocabulary knowledge and tests measuring L2 listening and L2 reading were administered to 250 tertiary-level Chinese learners of English as a foreign language (EFL). Results showed that ProPhon vocabulary knowledge correlated most strongly with L2 listening ( r = .71) and ProOrth vocabulary knowledge correlated most strongly with L2 reading ( r = .57). Factor analysis indicated that all subcomponents of the ProPhon vocabulary knowledge test loaded onto one factor and those of the RecOrth and ProOrth vocabulary knowledge tests loaded onto another. Regression modelling showed that ProPhon vocabulary knowledge explained 51% of the variance in L2 listening scores and that ProOrth vocabulary knowledge explained 33% of the variance in the L2 reading scores. Discussion addresses the varying importance of different dimensions of vocabulary knowledge in L2 listening and reading.

Development of children’s reading and writing skills at level of primary education in Azerbaijan

2020 ◽  
Vol 56 (07) ◽  
pp. 93-95
Author(s):  
Sevinj Mais Nurullayeva ◽  
Keyword(s):  
Primary Education ◽  
School Children ◽  
Reading Skills ◽  
Writing Skills ◽  
Primary School Children ◽  
Human Beings ◽  
Reading And Writing ◽  
Relationship Of ◽  
The Relationship ◽  
And Training

Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading and writing

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