From words to text:Inference making mediates the role of vocabulary in children's reading comprehension

Daugaard, Hanne and Cain, Kate and Elbro, Carsten (2017) From words to text:Inference making mediates the role of vocabulary in children's reading comprehension. Reading and Writing, 30 (8). pp. 1773-1788. ISSN 0922-4777

[img]
Preview
PDF (12MInfVocab_Final_May2017)
InfVocab_Final_May2017.pdf - Accepted Version
Available under License Creative Commons Attribution-NonCommercial.

Download (300kB)

Abstract

We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children’s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of inference making) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley & Azevedo, 2007; Segers & Verhoeven, 2016; Ahmed et al., 2016).

Item Type:
Journal Article
Journal or Publication Title:
Reading and Writing
Additional Information:
The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-017-9752-2
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3600/3616
Subjects:
ID Code:
86470
Deposited By:
Deposited On:
31 May 2017 15:18
Refereed?:
Yes
Published?:
Published
Last Modified:
24 May 2020 06:23