Quinn Jamie M, Wagner Richard K, Petscher Yaacov, Lopez Danielle
Florida State University.
Child Dev. 2015 Jan-Feb;86(1):159-75. doi: 10.1111/cdev.12292. Epub 2014 Sep 9.
The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students 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.
本研究跟踪了一批从一年级（首次测试时N = 316，平均年龄Mage = 7.05岁）到四年级的学生样本，以评估词汇知识与阅读理解之间的动态发展关系。使用潜在变化分数模型，将竞争模型拟合到词汇知识和阅读理解的重复测量数据上，以检验领先和滞后影响的存在。单变量模型表明词汇知识有所增长，而阅读理解由两部分决定：每年的恒定变化以及与变量先前水平成比例的变化。双变量模型表明，先前的词汇知识水平是阅读理解增长的领先指标，但未发现相反的关系。本文讨论了词汇与阅读理解之间发展关系理论的意义。
