Beyond breadth: the contributions of vocabulary depth to reading comprehension among skilled readers

Binder, Katherine S.; Cote, Nicole Gilbert; Lee, Cheryl; Bessette, Emily; Vũ, Hương Thị Việt

doi:10.1111/1467-9817.12069

Cited by 48 publications

(46 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In order to have a broader view of literacy development in adolescents with and without dyslexia, future studies should also include the measures of text-level skills, for example, sentence reading and reading comprehension in both primary (Time 1) and secondary (Time 2) school grades. Second, given that vocabulary knowledge is highly correlated with word reading and reading comprehension in Chinese (Zhang & Koda, 2018 ) and English (Binder, Gote, Lee, Bessette, & Vu, 2017 ), the inclusion of vocabulary knowledge measure is necessary in future research in order to investigate whether vocabulary knowledge may be different among the typical-functioning dyslexics from both high-functioning dyslexics and typically developing adolescents and how it, in turn, affects individuals’ reading and writing skills. Third, future studies may incorporate the measure of morphological skills in Time 1 to provide a better comparison in determining the underlying morphological deficits from childhood to adolescence.…”

Section: Discussionmentioning

confidence: 99%

Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics

Chung

McBride

2018

Ann. of Dyslexia

View full text Add to dashboard Cite

Dyslexia is a developmental disability affecting the acquisition of reading and writing skills, and its developmental nature makes longitudinal research of great importance. This study therefore investigated the cognitive-linguistic profiles of the typical-functioning dyslexics and high-functioning dyslexics with longitudinal cohorts of Chinese-speaking adolescents diagnosed with childhood dyslexia. These two dyslexic groups of fifty students (with 25 typical-functioning dyslexics) were assessed in Grade 2 (Time 1) and in Grade 8 (Time 2), whereas 25 typically developing controls were assessed at Time 2. Students were administered measures of phonological awareness, morphological skills, visual-orthographic knowledge, rapid naming, verbal working memory, and literacy skills. Results showed that, at Time 2, both dyslexic groups performed less well than the control group on most of the measures. Deficits in rapid naming were particularly salient in both dyslexic groups. Comparing the two dyslexic groups, the typical-functioning dyslexics had more multiple deficits than the high-functioning dyslexics. Findings highlight the importance of rapid naming deficits as potential universal causes of dyslexia and the utility of targeting visual-orthographic knowledge and morphological skills in supporting the development of dyslexic adolescents.

show abstract

Section: Discussionmentioning

confidence: 99%

Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics

Chung

McBride

2018

Ann. of Dyslexia

View full text Add to dashboard Cite

show abstract

“…A low amount of knowledge might involve merely recognizing a familiar word whereas much more knowledge is required to have a subtle and nuanced understanding of a word's multiple uses. In fact, as researchers have noted, incremental knowledge of word meaning is similar to vocabulary depth (explained previously), which has been shown to be crucial from early childhood through college age and adulthood [21,22]. Beyond incremental knowledge, words also have multiple meanings-that is, they are polysemous.…”

Section: Word Characteristicsmentioning

confidence: 77%

When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary

et al. 2018

View full text Add to dashboard Cite

The history of vocabulary research has specified a rich and complex construct, resulting in calls for vocabulary research, assessment, and instruction to take into account the complex problem space of vocabulary. At the intersection of vocabulary theory and assessment modeling, this paper suggests a suite of modeling techniques that model the complex structures present in vocabulary data in ways that can build an understanding of vocabulary development and its links to instruction. In particular, we highlight models that can help researchers and practitioners identify and understand construct-relevant and construct-irrelevant aspects of assessing vocabulary knowledge. Drawing on examples from recent research and from our own three-year project to develop a standardized measure of language and vocabulary, we present four types of confirmatory factor analysis (CFA) models: single-factor, correlated-traits, bi-factor, and tri-factor models. We highlight how each of these approaches offers particular insights into the complex problem space of assessing vocabulary in ways that can inform vocabulary assessment, theory, research, and instruction. Examples include identifying construct-relevant general or specific factors like skills or different aspects of word knowledge that could link to instruction while at the same time preventing an overly-narrow focus on construct-irrelevant factors like task-specific or word-specific demands. Implications for theory, research, and practice are discussed.

show abstract

“…For the Morphological Families Task (Binder et al, 2016), participants had to generate as many derivations as possible from a given root word. An example includes, ‘using the root establish , how many words can you make?’ Acceptable responses include established , establishing , establishment and reestablish .…”

Section: Methodsmentioning

confidence: 99%

Vocabulary accessibility and acquisition: do you get more from a financestor or a sociophite?

Binder

Tremblay

Joseph

2020

Journal Research in Reading

Self Cite

View full text Add to dashboard Cite

Background: The purpose of the current study was to examine how the morphological structure of a real word or novel word affected the incidental vocabulary learning of participants and to examine how these target items are processed as they are read. In addition, we examined the roles of vocabulary depth and breadth in the process of incidental vocabulary learning. Methods: We had participants read short passages that contained real words or novel words that differed on their morphological accessibility as we collected eye movement data. Participants also completed several vocabulary depth and breadth measures. Results: Accessible real words and novel words were learned better than inaccessible and less accessible items, but there was a processing cost associated with accessible real words compared with inaccessible real words. In contrast, participants spent more time on the less accessible novel words compared with accessible novel words, but that extra processing time did not translate into better acquisition scores. Finally, both vocabulary breadth and depth explained variance in incidental vocabulary acquisition, while breadth explained variance in gaze duration and depth explained variance in regressive eye movements. Conclusions: Accessibility of the targets affected both acquisition and reading time, and depth and breadth are both individual differences that explain variance in incidental acquisition and the processing of those words.

show abstract

Beyond breadth: the contributions of vocabulary depth to reading comprehension among skilled readers

Cited by 48 publications

References 30 publications

Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics

Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics

When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary

Vocabulary accessibility and acquisition: do you get more from a financestor or a sociophite?

Contact Info

Product

Resources

About