成年阅读困难者的表达性词汇知识与阅读技能之间的关系
The Relationship Between Expressive Vocabulary Knowledge and Reading Skills for Adult Struggling Readers.
作者信息
Hall Ryan, Greenberg Daphne, Gore Jacqueline Laures, Pae Hye K
机构信息
Department of Educational Psychology & Special Education, Georgia State University, USA.
School of Education, University of Cincinnati, USA.
出版信息
J Res Read. 2014 Mar 1;37(Suppl 1):87-100. doi: 10.1111/j.1467-9817.2012.01537.x.
Abstract
This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT; Kaplan, Goodglass, & Weintraub, 2001) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading.
摘要
本研究调查了232名英语为母语、阅读水平在三年级至五年级之间的成年人的表达性词汇及其与阅读技能的关系。使用波士顿命名测试（BNT；卡普兰、古德格拉斯和温特劳布，2001）来测量表达性词汇。参与者在测试的所有方面得分均低于成人常模样本；他们自发给出的正确答案较少，且刺激或音素提示对他们没有帮助。分层回归分析显示，表达性词汇在阅读理解和特殊词阅读中均占显著方差，但在一般单词阅读或非单词阅读中则不然。
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