Work

The relationship between expressive vocabulary knowledge and reading skills for adult struggling readers

Year: 2012

Type: article

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; 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.

Source: Journal of Research in Reading

DOI: 10.1111/j.1467-9817.2012.01537.x

Authors: Ryan Hall, Daphne Greenberg, Jacqueline Laures‐Gore, Hye K. Pae

Institutions: Georgia State University, University of Cincinnati

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: green

Funder: Eunice Kennedy Shriver National Institute of Child Health and Human Development

Award: Research on Reading Instructions for Low Literate Adults