Vocabulary — Building Blocks of Comprehension?

Abstract

Abstract. This paper describes an investigation designed to probe the causal ordering between vocabulary and comprehension skills of primary grade pupils. Five causal methods were used to analyze a set of reading data obtained in a panel situation from second-and third-graders. The results suggest that the two reading components are probably causally related and that vocabulary is likely to be the predominant causal factor. There is strong evidence that the causal links are congruent. Similar patterns of results were obtained from the second-and third-grade samples included in the study. Considerable convergent validity was obtained through the use of the five causal methods.Reading is a highly elaborate procedure. Past research has identified various discrete components of reading (

Differential Word Knowledge and Reading Comprehension

“…The instrumentalist hypothesis suggests that knowledge of word meanings enables one to comprehend text, or that students who know more word meanings will be able to comprehend more difficult texts by virtue of that knowledge alone (see also Becker, 1977;Yap, 1979). The general aptitude hypothesis suggests that both vocabulary and comprehension reflect general aptitude, or that more able students know more word meanings and comprehend text better (see Sternberg & Powell, in press).…”

On the Determination of Causal Ordering—Between Vocabulary and Comprehension—A Rejoinder

“…I would like to take this opportunity to extend my appreciation to Wolfle (1980) for his comments on my paper on the causal ordering between vocabulary and comprehension (Yap, 1979). I was particularly pleased that the results of the path analysis led him to arrive at conclusions similar to mine.…”