阅读对词汇量增长的影响：“马太效应”的一个实例
The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect.
作者信息
Duff Dawna, Tomblin J Bruce, Catts Hugh
出版信息
J Speech Lang Hear Res. 2015 Jun;58(3):853-64. doi: 10.1044/2015_JSLHR-L-13-0310.
Abstract
PURPOSE
Individual differences in vocabulary development may affect academic or social opportunities. It has been proposed that individual differences in word reading could affect the rate of vocabulary growth, mediated by the amount of reading experience, a process referred to as a Matthew effect (Stanovich, 1986).
METHOD
In the current study, assessments of written word-reading skills in the 4th grade and oral vocabulary knowledge collected in kindergarten and in the 4th, 8th, and 10th grades from a large epidemiologically based sample (n = 485) allowed a test of the relationship of early word-reading skills and the subsequent rate of vocabulary growth.
RESULTS
Consistent with the hypothesis, multilevel modeling revealed the rate of vocabulary growth after the 4th grade to be significantly related to 4th-grade word reading after controlling for kindergarten vocabulary level, that is, above average readers experienced a higher rate of vocabulary growth than did average readers.
CONCLUSIONS
Vocabulary growth rate differences accumulated over time such that the effect on vocabulary size was large.
摘要
目的
词汇发展中的个体差异可能会影响学业或社交机会。有人提出，单词阅读方面的个体差异可能会影响词汇增长速度，这一过程由阅读经验的多少介导，被称为马太效应（斯坦诺维奇，1986年）。
方法
在本研究中，从一个基于流行病学的大样本（n = 485）中收集了四年级书面单词阅读技能评估以及幼儿园、四年级、八年级和十年级的口语词汇知识评估，从而能够检验早期单词阅读技能与随后词汇增长速度之间的关系。
结果
与假设一致，多层模型显示，在控制了幼儿园词汇水平后，四年级后的词汇增长速度与四年级单词阅读显著相关，也就是说，阅读水平高于平均水平的读者比平均水平的读者经历了更高的词汇增长速度。
结论
词汇增长率差异会随着时间积累，以至于对词汇量的影响很大。
相似文献
1
The Influence of Reading on Vocabulary Growth: A Case for a Matthew Effect.阅读对词汇量增长的影响：“马太效应”的一个实例
J Speech Lang Hear Res. 2015 Jun;58(3):853-64. doi: 10.1044/2015_JSLHR-L-13-0310.
2
The development of word recognition, sentence comprehension, word spelling, and vocabulary in children with deafness: a longitudinal study.聋童的单词识别、句子理解、单词拼写和词汇发展：一项纵向研究。
Res Dev Disabil. 2013 May;34(5):1781-93. doi: 10.1016/j.ridd.2013.02.001. Epub 2013 Mar 15.
3
Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development.年轻读者中的马太效应：阅读理解和阅读体验有助于词汇发展。
J Learn Disabil. 2011 Sep-Oct;44(5):431-43. doi: 10.1177/0022219411410042. Epub 2011 Jul 19.
4
Reading achievement growth in children with language impairments.语言障碍儿童的阅读成绩增长
J Speech Lang Hear Res. 2008 Dec;51(6):1569-79. doi: 10.1044/1092-4388(2008/07-0259). Epub 2008 Aug 11.
5
Role of intelligence tests in speech/language referrals.
Percept Mot Skills. 1996 Aug;83(1):195-204. doi: 10.2466/pms.1996.83.1.195.
6
Language deficits in poor comprehenders: a case for the simple view of reading.阅读理解能力较差者的语言缺陷：阅读简单观点之实例
J Speech Lang Hear Res. 2006 Apr;49(2):278-93. doi: 10.1044/1092-4388(2006/023).
7
Predicting word decoding and word spelling development in children with Specific Language Impairment.预测特定语言障碍儿童的单词解码和单词拼写能力发展
J Commun Disord. 2011 May-Jun;44(3):392-411. doi: 10.1016/j.jcomdis.2010.12.002. Epub 2010 Dec 25.
8
Reading vocabulary in children with and without hearing loss: the roles of task and word type.听障儿童和正常听力儿童的阅读词汇量：任务和词类的作用。
J Speech Lang Hear Res. 2013 Apr;56(2):654-66. doi: 10.1044/1092-4388(2012/11-0138). Epub 2012 Oct 22.
9
Novel-word learning deficits in Mandarin-speaking preschool children with specific language impairments.普通话发展性语言障碍学龄前儿童的新词学习缺陷。
Res Dev Disabil. 2014 Jan;35(1):10-20. doi: 10.1016/j.ridd.2013.10.010. Epub 2013 Nov 8.
10
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.音素、韵脚、词汇和语法技能作为早期阅读发展的基础：一项纵向研究的证据
Dev Psychol. 2004 Sep;40(5):665-81. doi: 10.1037/0012-1649.40.5.665.
引用本文的文献
1
Team science training for clinical and translational Scientists: An assessment of effectiveness.面向临床与转化科学家的团队科学培训：效果评估
J Clin Transl Sci. 2025 Jun 30;9(1):e158. doi: 10.1017/cts.2025.10088. eCollection 2025.
2
Functional connectivity and GABAergic signaling modulate the enhancement effect of neurostimulation on mathematical learning.功能连接性和γ-氨基丁酸能信号传导调节神经刺激对数学学习的增强作用。
PLoS Biol. 2025 Jul 1;23(7):e3003200. doi: 10.1371/journal.pbio.3003200. eCollection 2025 Jul.
3
VOC-ADO: A lexical database for French-speaking adolescents.VOC-ADO：一个面向说法语青少年的词汇数据库。
Behav Res Methods. 2025 Apr 2;57(5):137. doi: 10.3758/s13428-025-02656-9.
4
Academic motivation-achievement cycle and the behavioural pathways: A short-timeframe experiment with manipulated perceived achievement.学术动机-成就循环与行为路径：一项关于操纵感知成就的短期实验
Br J Educ Psychol. 2025 Jun;95(2):683-722. doi: 10.1111/bjep.12731. Epub 2025 Jan 23.
5
Cross-sectional survey of gender differences in gross motor skills among preschool children in Jinhua City, China.中国金华市学龄前儿童大运动技能性别差异的横断面调查。
Heliyon. 2024 Oct 26;10(21):e39872. doi: 10.1016/j.heliyon.2024.e39872. eCollection 2024 Nov 15.
6
The development of real-time spoken and word recognition derives from changes in ability, not maturation.实时口语和单词识别的发展源于能力的变化，而不是成熟。
Cognition. 2024 Oct;251:105899. doi: 10.1016/j.cognition.2024.105899. Epub 2024 Jul 25.
7
Latent profiles as predictors of response to instruction for students with reading difficulties.潜在特征作为阅读困难学生对教学反应的预测指标
J Educ Psychol. 2024 Apr;116(3):363-376. doi: 10.1037/edu0000832. Epub 2023 Nov 2.
8
The acquisition of speech categories: Beyond perceptual narrowing, beyond unsupervised learning and beyond infancy.言语类别的习得：超越知觉窄化、超越无监督学习且超越婴儿期。
Lang Cogn Neurosci. 2023;38(4):419-445. doi: 10.1080/23273798.2022.2105367. Epub 2022 Aug 8.
9
Comparing Scores on the Peabody Picture Vocabulary Test and Receptive One-Word Picture Vocabulary Test in Preschoolers With and Without Hearing Loss.比较有听力损失和无听力损失学龄前儿童在 Peabody 图片词汇测试和接受性单字图片词汇测试上的得分。
Am J Speech Lang Pathol. 2023 Jul 10;32(4):1610-1619. doi: 10.1044/2023_AJSLP-22-00352. Epub 2023 Jun 5.
10
Deep learning classification of reading disability with regional brain volume features.基于区域脑容量特征的阅读障碍深度学习分类。
Neuroimage. 2023 Jun;273:120075. doi: 10.1016/j.neuroimage.2023.120075. Epub 2023 Apr 11.
本文引用的文献
1
Matthew Effects for Whom?马太效应适用于谁？
Learn Disabil Q. 2008 Nov 1;31(4):187-198.
2
A Practical Guide to Calculating Cohen's f(2), a Measure of Local Effect Size, from PROC MIXED.从PROC MIXED计算局部效应量指标科恩f(2)的实用指南。
Front Psychol. 2012 Apr 17;3:111. doi: 10.3389/fpsyg.2012.00111. eCollection 2012.
3
The simple view of reading redux: vocabulary knowledge and the independent components hypothesis.阅读的简约观再探：词汇知识与独立成分假设。
J Learn Disabil. 2012 Sep-Oct;45(5):453-66. doi: 10.1177/0022219411432685. Epub 2012 Jan 31.
4
Matthew effects in reading comprehension: myth or reality?阅读理解中的马太效应：是神话还是现实？
J Learn Disabil. 2011 Sep-Oct;44(5):402-20. doi: 10.1177/0022219411417568. Epub 2011 Aug 19.
5
Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development.年轻读者中的马太效应：阅读理解和阅读体验有助于词汇发展。
J Learn Disabil. 2011 Sep-Oct;44(5):431-43. doi: 10.1177/0022219411410042. Epub 2011 Jul 19.
6
To read or not to read: a meta-analysis of print exposure from infancy to early adulthood.读与不读：从婴儿期到成年早期的印刷品暴露的荟萃分析。
Psychol Bull. 2011 Mar;137(2):267-96. doi: 10.1037/a0021890.
7
The dimensionality of language ability in school-age children.学龄儿童语言能力的维度
J Speech Lang Hear Res. 2006 Dec;49(6):1193-208. doi: 10.1044/1092-4388(2006/086).
8
Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods.向现有词汇量较差的儿童教授新单词：对定义法和语境法的对照评估
Int J Lang Commun Disord. 2006 May-Jun;41(3):335-54. doi: 10.1080/13682820600602295.
9
Are specific language impairment and dyslexia distinct disorders?特定语言障碍和诵读困难是不同的疾病吗？
J Speech Lang Hear Res. 2005 Dec;48(6):1378-96. doi: 10.1044/1092-4388(2005/096).
10
Low expressive vocabulary: higher heritability as a function of more severe cases.表达性词汇量低：作为病情越严重的函数，遗传度越高。
J Speech Lang Hear Res. 2005 Aug;48(4):792-804. doi: 10.1044/1092-4388(2005/055).
Zotero 插件