Word Knowledge in a Theory of Reading Comprehension

Perfetti, Charles A.; Stafura, Joseph Z.

doi:10.1080/10888438.2013.827687

Cited by 920 publications

(948 citation statements)

References 53 publications

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“…Concerning the above point, since the 1980s, many studies (McKeown et al, 1983;McKeown et al, 1985;Perfetti, & Stafura, 2013;Poulsen, & Elbro, 2013;Zhang et al, 2013 among others) have been conducted to find out the relationship between vocabulary knowledge and reading comprehension. Accordingly, vocabulary knowledge is a major factor which influences reading success.…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

Naeimi¹,

Foo²

2014

ELT

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Vocabulary learning and assessment are considered as the key basis for the training of English as a foreign language. However, it is time-consuming, uncertain and repetitious for the teachers to assess the proficiency of the students' vocabulary storage. This paper reports the results of a study which aimed to investigate the effect of Repeating as a direct vocabulary learning strategy versus Cooperating with Peers as an indirect vocabulary learning strategy teaching on the improvement of word knowledge on reading comprehension skill of Iranian undergraduate students. In order to attain the aim of the research, a vocabulary test was administrated to one hundred and forty-six male and female pre-intermediate EFL university students. Ultimately, seventy-eight pre-intermediate language learners were elected and appointed into two experimental groups (A and B) based on a vocabulary pre-test. The group (A) was taught vocabulary through Using Repeating vocabulary learning strategy and the group (B) was taught Cooperating with Peers vocabulary learning strategy for the aim of improving their lexical knowledge in reading comprehension skill. In the end of the treatment period, another vocabulary test (post-test) was implemented to all the students of two groups. After analyzing the data of the study that administered through using Independent samples t-test statistics, the results showed that there was a considerable difference between the two experimental groups under analysis in terms of their vocabulary improvements. The outcomes revealed that Repeating as a direct vocabulary learning strategy can cause to higher accomplishments of word storage in reading comprehension skill of Iranian pre-intermediate EFL undergraduate learners.

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Section: Literature Reviewmentioning

confidence: 99%

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

Naeimi¹,

Foo²

2014

ELT

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“…In disagreement with the models of word reading that make precise predictions (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001), reading comprehension cannot be limited to some specific models. A general framework entailing subsystems of reading comprehension is needed to encompass all the components of reading comprehension (Perfetti & Stafura, 2014).…”

Section: Reading Comprehension Theoriesmentioning

confidence: 99%

Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

Awada¹

2017

ELT

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This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test-post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there's no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study.

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“…In line with the literature (Hagoort & Indefrey, 2014;Hagoort & Levinson, 2014;Kintsch & Rawson, 2007;Perfetti & Stafura, 2014;Zwaan, 2015), word level processing, i.e., the processing and understanding of lexical items (e.g., words or signs), and language comprehension, i.e., understanding the meaning of one lexical item or several lexical items in a sequence (e.g., sentences), are herein assumed to represent connected albeit qualitatively different processes. Successful identification of lexical items as a language signal represents a starting level of language understanding.…”

Section: Language Processingmentioning

confidence: 67%

“…Sign and spoken languages are processed in a similar manner at different linguistic levels, including the sub-lexical, lexical, and syntactic (for reviews, see MacSweeney, Capek, Campbell, & Woll, 2008). Efficient language processing of spoken , sign (MacSweeney, Capek, et al, 2008), and written (Perfetti & Stafura, 2014) languages is thus likely to involve language specific knowledge, domain general knowledge and cognitive mechanisms.…”

Section: Language Processingmentioning

confidence: 99%

“…A child who is learning to read may well know the meaning of the words in the text, but be less able to connect prior representations to their written form. In relation to the ELU model , reading reflects a demanding language condition for the learning child and is likely to be constrained by working memory capacity as well as availability of long-term representations (c.f., Perfetti & Stafura, 2014).…”

Section: The Ease Of Language Understanding Modelmentioning

confidence: 99%

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Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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Word Knowledge in a Theory of Reading Comprehension

Cited by 920 publications

References 53 publications

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

A Comparison of Vocabulary Learning Strategies of Iranian EFL University Students: Repeating versus Cooperating with Peers

Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

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