How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes
| Autor: | Stacey L. Smith, Nathan H. Clemens, Eric L. Oslund, Leslie E. Simmons, Deborah C. Simmons |
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| Rok vydání: | 2016 |
| Předmět: |
Vocabulary
Social Psychology Poverty media_common.quotation_subject 05 social sciences Direct effects 050301 education 050105 experimental psychology Linguistics Education Developmental psychology Comprehension Reading comprehension Developmental and Educational Psychology 0501 psychology and cognitive sciences Psychology Path analysis (statistics) 0503 education Socioeconomic status media_common |
| Zdroj: | Learning and Individual Differences. 45:159-165 |
| ISSN: | 1041-6080 |
| Popis: | The influence of poverty on reading achievement begins early in life and accrues over time. Vocabulary knowledge, in particular, is subject to the cumulative disadvantages of poverty and, in turn, has a potent and negative impact on reading comprehension. In the present study, we used path analysis to examine how vocabulary directly and indirectly influenced the reading comprehension of seventh and eighth graders who qualified for free or reduced-price school meals. Findings from a multicomponent model indicated that vocabulary (β = .40) and inferential comprehension (β = .30) had the largest direct effects on reading comprehension. Moreover, vocabulary influenced comprehension indirectly through sentence-comprehension efficiency and inferential comprehension. Findings suggest that the impact of poverty permeates reading comprehension through complex and nuanced paths. |
| Databáze: | OpenAIRE |
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