Abstract
Purpose: The purpose of this study was to examine if word reading and vocabulary are reciprocally related. Method: We followed a sample of 172 English-speaking Canadian children (82 girls, 90 boys; Mage = 75.87 months at the first measurement point) from the beginning of Grade 1 until the beginning of Grade 3 and assessed them three times on vocabulary and word reading. Results: Results of cross-lagged analyses revealed only unidirectional relations: word reading in Grade 1 predicted vocabulary in Grades 2 and 3. Conclusion: These findings suggest that once children reach a basic level of proficiency in word reading this allows them to be independent readers and enhance their vocabulary.
Original language | English |
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Pages (from-to) | 160-168 |
Number of pages | 9 |
Journal | Scientific Studies of Reading |
Volume | 27 |
Issue number | 2 |
DOIs | |
Publication status | Published - 2023 |