Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: a Latent Change Score Modeling Study

Overview

Journal Child Dev

Specialty Pediatrics

Date 2014 Sep 10

PMID 25201552

Citations 43

Authors

Jamie M Quinn

Richard K Wagner

Yaacov Petscher

Danielle Lopez

Affiliations

Soon will be listed here.

Abstract

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.

Citing Articles

Latent change-on-change between amyloid accumulation and cognitive decline.

Klinger H, Healy B, Hanseeuw B, Jones R, Boyle R, Townsend D Alzheimers Dement. 2024; 20(12):8728-8738.

PMID: 39470175 PMC: 11667500. DOI: 10.1002/alz.14326.

Bilingual Children's Vocabulary Skills at 5 Years Predict Reading Comprehension Development Within, Not Across, Languages.

Giguere D, Hoff E Int J Biling Educ Biling. 2024; 27(2):240-252.

PMID: 38425731 PMC: 10901524. DOI: 10.1080/13670050.2023.2166397.

Comparing Scores on the Peabody Picture Vocabulary Test and Receptive One-Word Picture Vocabulary Test in Preschoolers With and Without Hearing Loss.

Ingvalson E, Perry L, VanDam M, Grieco-Calub T Am J Speech Lang Pathol. 2023; 32(4):1610-1619.

PMID: 37276459 PMC: 10473386. DOI: 10.1044/2023_AJSLP-22-00352.

Study of a set of reading precursors among Chilean children with Down syndrome.

Arango P, Escobar J, Orellana P, Aparicio A, Strasser K, Rosas R Front Psychol. 2023; 14:1090710.

PMID: 36814660 PMC: 9939527. DOI: 10.3389/fpsyg.2023.1090710.

A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students.

Denton C, Hall C, Cho E, Cannon G, Scammacca N, Wanzek J Learn Individ Differ. 2022; 93.

PMID: 36425054 PMC: 9683349. DOI: 10.1016/j.lindif.2021.102062.

References

Ferrer E, McArdle J, Shaywitz B, Holahan J, Marchione K, Shaywitz S . Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence. Dev Psychol. 2007; 43(6):1460-73. DOI: 10.1037/0012-1649.43.6.1460. View

Reynolds M, Turek J . A dynamic developmental link between verbal comprehension-knowledge (Gc) and reading comprehension: verbal comprehension-knowledge drives positive change in reading comprehension. J Sch Psychol. 2012; 50(6):841-63. DOI: 10.1016/j.jsp.2012.07.002. View

McArdle J . Structural Factor Analysis Experiments with Incomplete Data. Multivariate Behav Res. 2016; 29(4):409-54. DOI: 10.1207/s15327906mbr2904_5. View

Cain K, Oakhill J . Matthew effects in young readers: reading comprehension and reading experience aid vocabulary development. J Learn Disabil. 2011; 44(5):431-43. DOI: 10.1177/0022219411410042. View

Muter V, Hulme C, Snowling M, Stevenson J . Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Dev Psychol. 2004; 40(5):665-81. DOI: 10.1037/0012-1649.40.5.665. View

Rowe M, Raudenbush S, Goldin-Meadow S . The pace of vocabulary growth helps predict later vocabulary skill. Child Dev. 2012; 83(2):508-25. PMC: 3262592. DOI: 10.1111/j.1467-8624.2011.01710.x. View

Ferrer E, Shaywitz B, Holahan J, Marchione K, Shaywitz S . Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia. Psychol Sci. 2010; 21(1):93-101. DOI: 10.1177/0956797609354084. View

Wagner R, Torgesen J, Rashotte C, Hecht S, Barker T, Burgess S . Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study. Dev Psychol. 1997; 33(3):468-79. DOI: 10.1037//0012-1649.33.3.468. View

Lonigan C, Burgess S, Anthony J . Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Dev Psychol. 2000; 36(5):596-613. DOI: 10.1037/0012-1649.36.5.596. View

10.

Kim Y, Wagner R, Lopez D . Developmental relations between reading fluency and reading comprehension: a longitudinal study from Grade 1 to Grade 2. J Exp Child Psychol. 2012; 113(1):93-111. PMC: 3836363. DOI: 10.1016/j.jecp.2012.03.002. View

11.

McArdle J . Latent variable modeling of differences and changes with longitudinal data. Annu Rev Psychol. 2008; 60:577-605. DOI: 10.1146/annurev.psych.60.110707.163612. View

12.

Wagner R, Meros D . Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences. Focus Except Child. 2014; 2010. PMC: 4031673. View

13.

Gollob H, Reichardt C . Taking account of time lags in causal models. Child Dev. 1987; 58(1):80-92. View