Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study. Issue 1 (9th September 2014)

• Record Type: Journal Article
• Authors: Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Lopez, Danielle
• Is Part Of: Child development. Volume 86:Issue 1(2015:Jan./Feb.)
• Page Start: 159
• Page End: 175
• Publication Date: 2014-09-09
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12292
• Languages: English
• ISSNs: 0009-3920

Abstract

<abstract abstract-type="main" id="cdev12292-abs-0001"> <title> <x xml:space="preserve">Abstract</x> </title> <p>The present study followed a sample of first‐grade (<italic>N </italic>=<italic> </italic>316, <italic>M</italic>_age = 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.</p> </abstract>