The relationship between expressive vocabulary knowledge and reading skills for adult struggling readers
This study examined expressive vocabulary and its relationship to reading skills for 232 native English‐speaking adults who read between the third‐ and fifth‐grade levels. The Boston Naming Test (BNT) was used to measure expressive vocabulary. Participants scored lower than the normative sample of a...
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| Published in | Journal of research in reading Vol. 37; no. S1; pp. S87 - S100 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
England
Blackwell Publishing Ltd
01.03.2014
Wiley-Blackwell |
| Subjects | |
| Online Access | Get full text |
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| Abstract | This study examined expressive vocabulary and its relationship to reading skills for 232 native English‐speaking adults who read between the third‐ and fifth‐grade levels. The Boston Naming Test (BNT) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading. |
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| AbstractList | This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading. This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT; Kaplan, Goodglass, & Weintraub, 2001 ) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading. This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT; Kaplan, Goodglass, & Weintraub, 2001) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading. |
| Author | Laures-Gore, Jacqueline Greenberg, Daphne Hall, Ryan Pae, Hye K. |
| AuthorAffiliation | b School of Education, University of Cincinnati, USA a Department of Educational Psychology & Special Education, Georgia State University, USA |
| AuthorAffiliation_xml | – name: a Department of Educational Psychology & Special Education, Georgia State University, USA – name: b School of Education, University of Cincinnati, USA |
| Author_xml | – sequence: 1 givenname: Ryan surname: Hall fullname: Hall, Ryan email: sryanhall@gmail.com organization: Department of Educational Psychology & Special Education, Georgia State University, USA – sequence: 2 givenname: Daphne surname: Greenberg fullname: Greenberg, Daphne organization: Department of Educational Psychology & Special Education, Georgia State University, USA – sequence: 3 givenname: Jacqueline surname: Laures-Gore fullname: Laures-Gore, Jacqueline organization: Department of Educational Psychology & Special Education, Georgia State University, USA – sequence: 4 givenname: Hye K. surname: Pae fullname: Pae, Hye K. organization: School of Education, University of Cincinnati, USA |
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| Cites_doi | 10.1080/01688638908400910 10.1037/0033‐295X.103.1.56 10.1037/0022‐0663.89.2.262 10.1006/brln.1998.2001 10.1007/BF02654945 10.1080/02687039808249458 10.1080/01688639708403773 10.1044/1092‐4388(2010/08‐0092 10.1037/a0013357 10.1016/j.jecp.2009.05.001 10.1177/089826430001200104 10.1598/RRQ.38.2.4 10.1037/0022‐0663.74.4.506 10.1080/02687030244000031 10.1080/13854049408401546 10.1111/j.1467‐9817.2007.00342.x 10.1007/BF02647999 10.1080/026870300401522 10.1037/0033‐295X.111.3.662 10.1076/clin.16.4.555.13916 10.1016/0887‐6177(93)90053‐4 10.1111/j.1467‐9817.2004.00238.x 10.1016/0093‐934X(92)90099‐Z 10.1080/10888430701530730 10.1016/1041‐6080(91)90008‐O 10.1044/1092‐4388(2007/076 10.2307/748018 10.1006/brln.1999.2166 10.1037/0022‐0663.98.3.554 10.1017/S014271640100306X 10.1002/1097‐4679(198207)38 10.1044/jshr.3805.1143 10.1207/S15324826AN0703_5 10.2466/PMS.89.5.327‐337 10.1080/10888430701344306 |
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| SubjectTerms | Accuracy Adults Cues English Expressive Language Naming Native Speakers Reading Ability Reading Difficulties Reading Skills Regression (Statistics) Stimuli Vocabulary Skills |
| Title | The relationship between expressive vocabulary knowledge and reading skills for adult struggling readers |
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