词汇知识和拼写对英语学习者及非英语学习者青少年阅读理解的贡献。
The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners.
作者信息
Reed Deborah K, Petscher Yaacov, Foorman Barbara R
机构信息
University of Iowa, Iowa Reading Research Center.
Florida State University, Florida Center for Reading Research.
出版信息
Read Writ. 2016 Apr;29(4):633-657. doi: 10.1007/s11145-015-9619-3. Epub 2016 Jan 4.
This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6-10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (Δ = .11 to .31) in comprehension as compared to spelling (Δ = .01 to .09). However, the contribution of spelling to comprehension was higher in the upper grade levels included in this cross-sectional analysis and functioned as a mediator of the impact of vocabulary knowledge at all levels. The direct effect of vocabulary was strong but lower in magnitude at each successive grade level from .58 in grade 6 to .41 in grade 10 while the indirect effect through spelling increased in magnitude at each successive grade level from .09 in grade 6 to .16 in grade 10. There were no significant differences between the language groups in the magnitude of the indirect impact, suggesting both groups of students relied more on both sources of lexical information in higher grades as compared to students in lower grades.
本研究考察了词汇和拼写对6至10年级学生阅读理解的贡献，这些学生被分为或未被分为英语学习者。结果表明，与拼写（Δ = 0.01至0.09）相比，词汇在阅读理解中占更大的年级间差异和独特方差（Δ = 0.11至0.31）。然而，在这个横断面分析中所涵盖的较高年级水平上，拼写对阅读理解的贡献更高，并且在各个水平上都是词汇知识影响的一个中介。词汇的直接效应很强，但在从6年级的0.58到10年级的0.41的每个连续年级水平上，其大小都有所降低，而通过拼写的间接效应在每个连续年级水平上从6年级的0.09增加到10年级的0.16。在间接影响的大小方面，语言组之间没有显著差异，这表明与低年级学生相比，两个组的学生在高年级时都更多地依赖这两种词汇信息来源。
Zotero 插件