Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study.
Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study.
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DOI：
10.1111/cdev.12292
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发表时间：
2015-01
影响因子：
4.6
通讯作者：
Lopez D
中科院分区：
文献类型：
--
作者：
Quinn JM;Wagner RK;Petscher Y;Lopez D
The present study followed a sample of first grade students (N = 316, mean age = 7.05 at first test) through fourth grade to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.
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