Are vocabulary and word reading reciprocally related?

George Georgiou*, Tomohiro Inoue, Rauno Parrila

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)

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 languageEnglish
Pages (from-to)160-168
Number of pages9
JournalScientific Studies of Reading
Volume27
Issue number2
DOIs
Publication statusPublished - 2023

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