Work

Do modality and frequency matter in predicting reading proficiency from vocabulary knowledge? A comparison of meaning recognition and meaning recall

Year: 2026

Type: article

Abstract: Vocabulary knowledge is a strong predictor of reading ability, yet findings remain inconclusive regarding how different modalities of vocabulary knowledge, such as meaning recognition and recall, predict reading comprehension. This study compared the prediction of reading ability by these modalities, considering the inclusion of different frequency levels. Results showed that (a) both vocabulary tests correlated significantly with reading comprehension but meaning recognition emerged as a superior predictor of reading ability, (b) combining recognition and recall did not substantially improve the prediction of students’ reading abilities, and (c) tests covering the first three 1,000-word levels showed similar correlations, but at 4K and 5K levels recognition emerged as the superior predictor of reading ability to a substantive and statistically significant degree. These findings suggest that item type (recall or recognition) significantly influences the ability of vocabulary tests to predict reading comprehension, and that meaning recognition formats may be particularly effective for predicting reading when lower-frequency words are included in the test.

Source: Journal of English for Academic Purposes

DOI: 10.1016/j.jeap.2026.101667

Authors: Pablo Robles-García, Ji-young Shin, Jeffrey Stewart, Stuart McLean

Institutions: University of Toronto, Tokyo University of Science, Kindai University

Language: English

Topic: Second Language Acquisition and Learning

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,730