The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.
The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities.
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DOI：
10.1044/1092-4388(2007/076
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发表时间：
2007-08
期刊：
影响因子：
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通讯作者：
Justin C. Wise;R. Sevcik;R. Morris;M. Lovett;M. Wolf
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文献类型：
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作者：
Justin C. Wise;R. Sevcik;R. Morris;M. Lovett;M. Wolf
目的一些研究者（F. R. Vellutino，F. M. Scanlon，& M. S. Tanzman，1994）认为，构成语言的不同领域（例如，语音学、语义学和语法）可能以不同的方式和在不同的发展阶段影响阅读发展。本研究旨在探讨一组阅读障碍儿童的不同语言子系统和不同阅读成绩测量之间的因果关系。方法研究对象为279名符合阅读障碍研究标准的2 ~ 3年级学生。在这些学生中，108名是女孩，171名是男孩。在遗产方面，135人是非洲人，144人是高加索人。评估预阅读技能，单词识别，阅读理解和一般的口头语言技能的措施进行管理。结果结构方程模型分析表明，接受性和表达性词汇知识与读前技能之间存在独立的相关关系。此外，表达性词汇知识和听力理解技能被发现与单词识别能力独立相关。结论与先前的研究结果一致，表明口语技能与阅读成绩有关（例如，A. Olofsson & J. Niedersoe，1999; H. S. Scarborough，1990）。研究结果表明，接受性和表达性词汇知识对阅读前技能的影响是不同的。此外，研究结果表明，表达性词汇知识和听力理解技能促进单词识别技能。
PURPOSE Some researchers (F. R. Vellutino, F. M. Scanlon, & M. S. Tanzman, 1994) have argued that the different domains comprising language (e.g., phonology, semantics, and grammar) may influence reading development in a differential manner and at different developmental periods. The purpose of this study was to examine proposed causal relationships among different linguistic subsystems and different measures of reading achievement in a group of children with reading disabilities. METHODS Participants were 279 students in 2nd to 3rd grade who met research criteria for reading disability. Of those students, 108 were girls and 171 were boys. In terms of heritage, 135 were African and 144 were Caucasian. Measures assessing pre-reading skills, word identification, reading comprehension, and general oral language skills were administered. RESULTS Structural equation modeling analyses indicated receptive and expressive vocabulary knowledge was independently related to pre-reading skills. Additionally, expressive vocabulary knowledge and listening comprehension skills were found to be independently related to word identification abilities. CONCLUSION Results are consistent with previous research indicating that oral language skills are related to reading achievement (e.g., A. Olofsson & J. Niedersoe, 1999; H. S. Scarborough, 1990). Results from this study suggest that receptive and expressive vocabulary knowledge influence pre-reading skills in differential ways. Further, results suggest that expressive vocabulary knowledge and listening comprehension skills facilitate word identification skills.