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We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children’s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relation...
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Citations
... El vocabulario, o lé xico méntal, sé définé como la informacio n almacénada én la mémoria séma ntica qué pérmité réconocér una cadéna foné tica (o grafé mica), sus componéntés morfolo gicos y sinta cticos, así como su significado o carga séma ntica (Raitér & Jaichénco, 2002). La evidencia sugiere que la amplitud del léxico mental se correlaciona con un mejor desempeño en la comprensión (Bråten et al., 2022;Daugaard et al., 2017;Figueroa Sepúlveda & Gallego Ortega, 2021;Shahar-Yames & Prior, 2018;Sterpin et al., 2021). Además, el vocabulario influye de manera crítica en la comprensión de narracionés oralés (Babayiğit & Shapiro, 2020;Barréyro ét al., 2023;Cain & Oakhill, 2011;De Bree & Zee, 2020;Kim, 2015Kim, , 2016Suggate et al., 2018;Wolf et al., 2019). ...
El propósito de esta investigación consistió en estudiar el rol del vocabulario, la memoria de trabajo, la teoría de la mente y la atención sostenida en la comprensión de narraciones orales y la generación de inferencia en niños de entre 7 y 11 años. Para ello, se utilizaron las habilidades de comprensión lectora como criterio para establecer los grupos de cohorte del estudio. La muestra, conformada por 126 niños colombianos hispanohablantes, fue evaluada en tareas de comprensión de narraciones orales, así como mediante pruebas estandarizadas en vocabulario, memoria de trabajo, teoría de la mente y atención sostenida. Los resultados mostraron diferencias significativas entre el grupo de baja comprensión lectora respecto al grupo de comparación con mejores desempeños en comprensión en la medida de vocabulario y en la medida de comprensión de narraciones con apoyos visuales, como producto de una diferencia significativa en la respuesta a preguntas de inferencia emocional. El análisis correlacional mostró vínculos significativos entre el vocabulario y todas las medidas de comprensión evaluadas. Por su parte, la memoria de trabajo se correlacionó con todas las medidas de desempeño en comprensión, excepto con la respuesta a preguntas inferenciales. Finalmente, la teoría de la mente mostró una correlación significativa con la respuesta a preguntas de inferencias emocionales y con las medidas de comprensión de narraciones sin apoyos visuales.
... In this view, if children have limited vocabulary knowledge or a limitation to access word meanings rapidly and efficiently, this will be detrimental to their reading comprehension. Longitudinal studies provide evidence to support both of these explanations, with vocabulary knowledge predicting growth in reading comprehension and reading comprehension itself predicting growth in vocabulary knowledge (de Jong & van der Leij, 2002;Gao, 2012;Daugaard, Cain, & Elbro, 2017). ...
This paper has three main objectives: (1) establish the relationship between performance in vocabulary with performance in reading comprehension and writing; (2) determine whether good performance in reading comprehension automatically translates into corresponding good performance in vocabulary and writing or not; (3) establish the correlation between gender and performance in vocabulary, reading comprehension and writing attainment among Grade 12 students. Numerous first language studies show a high correlation between good readers and writers, assuming reading and writing mutually reinforce each other. Some explore the link between vocabulary size and depth and their correlation with reading and writing. Fewer studies examined the connection of (1) vocabulary and reading comprehension and (2) vocabulary knowledge and writing in a second language environment. These studies have reported that second language inputs (reading and writing) play a pivotal role in developing literacy skills amongst learners in second language contexts, i.e., reading input affects the development of writing and reading abilities and or vice versa (meaning, writing input could have the same effect). We recommend that education standards officers, school administrators, and teachers should design strategies to develop in students the habit of independent reading.
... On the one hand, there is evidence of a strong association between oral vocabulary skills and reading comprehension in hearing readers (Ouellette & Shaw, 2014) as well as evidence suggesting that poorer vocabulary knowledge can play a direct and indirect role in reading comprehension difficulties (Cain & Oakhill, 2014;Catts et al., 2006;Daugaard et al., 2017;Oslund et al., 2018;Potocki et al., 2017;Spencer et al., 2019). On the other hand, when compared with typically developing readers, hearing PCs' deficits in oral language, including vocabulary, are not commensurate with their reading comprehension deficits (Spencer & Wagner, 2018;Spencer et al., 2019). ...
Purpose
Both hearing poor comprehenders (PCs) and deaf or hard-of-hearing (DHH) PCs have problems in understanding causal and temporal coherence relations signaled by connectives. The study examined whether hearing and DHH PCs' problems with connective understanding are similar and mainly related to their limited vocabulary, including knowledge of connective words, or to their poor reading comprehension abilities more generally.
Method
Three groups of 7- to 10-year-old readers, matched on grade level (hearing PCs, DHH PCs, and good comprehenders [GCs]) performed a reading comprehension task, a vocabulary task, and causal and temporal connective understanding tasks. Hearing and DHH PCs were also matched on reading comprehension and decoding abilities.
Results
The DHH PCs performed significantly worse than both the hearing GCs and PCs in temporal and causal connective understanding. Significant differences between hearing PCs and GCs were found only in causal connective understanding. DHH readers' difficulties in causal connective understanding were significantly associated with poorer vocabulary knowledge. In contrast, vocabulary knowledge did not uniquely contribute to hearing PCs' difficulties with causal connective understanding, once their reading comprehension skills were controlled for.
Conclusions
The results suggest that despite a similar reading profile, DHH PCs' difficulties with causal connective understanding are more closely related to their vocabulary delay, whereas hearing PCs' difficulties are more strongly influenced by their poor text integration processes (as indexed by their reading comprehension skills). Neither vocabulary knowledge nor reading comprehension skills contributed to the explanation of DHH readers and hearing PCs' temporal connective understanding.
... En este proceso, el lector debe generar inferencias (Currie & Muijselaar, 2019) y aportar mucho de sus propios conocimientos previos para lograr comprender. La producción de inferencias es una habilidad compleja soportada por el vocabulario, sistemas de memoria, procesos atencionales y funciones ejecutivas (Daugaard et al., 2017). ...
... Por esta razón, la aptitud verbal se vincula con la construcción de significados mediante procesos de activación e inhibición a medida que una persona lee un texto (Cortada de Kohan, 2004;Perfetti & Stafura, 2014). Distintas investigaciones evidencian que la aptitud verbal juega un rol muy importante en la comprensión de textos, los resultados muestran asociaciones entre las pruebas de comprensión de textos y las tareas de aptitud verbal, así como también se observan diferencias significativas de lectores con alto y bajo rendimiento en aptitud verbal en tareas de comprensión (Ahmed et al., 2016;Daugaard et al., 2017;Kim, 2017). ...
... Al llevar a cabo los análisis de ecuaciones estructurales, se observó que la aptitud verbal y el componente ejecutivo de la memoria de trabajo mostraron efectos directos sobre la producción de inferencias. Este resultado indicaría, en primer lugar, que la capacidad para poder abstraer, generalizar y establecer relaciones entre conceptos o ideas es un componente relevante para la producción de inferencias, como lo indican investigaciones previas (Ahmed et al., 2016;Daugaard et al., 2017;Kim, 2017). En este sentido, el presente trabajo indica que el componente de aptitud verbal tiene un rol independiente sobre la producción de inferencias, dado que si bien el componente ejecutivo de la memoria de trabajo muestra un impacto sobre la aptitud verbal, esta variabilidad no impacta indirectamente sobre la producción de inferencias. ...
This research aimed to study the role of selective attention, the retention and executive components of working memory, and verbal aptitude in producing explanatory inferences in the comprehension of expository texts. For this purpose, 171 undergraduates completed tests of working memory, selective attention, verbal aptitude, and explanatory inference questionnaires after reading expository texts. The results of the structural equation modeling indicated that the production of explanatory inferences is determined directly by verbal aptitude and the executive component of verbal working memory. The analysis also detected a mediation interaction effect between the abilities to produce explanatory inferences, selective attention span, and the ability to store verbal information in working memory. These components indirectly affected the ability to infer via the executive component of working memory. This suggest that the ability to make explanatory inferences in the comprehension of expository texts is strongly related to verbal aptitude and the capacity to process information in working memory, while the ability to manage selective attention and retain verbal information in short-term memory have an impact on the ability to generate inferences mediated by working memory.
... Nagy y Scott (2000) muestran que un lector debe conocer alrededor del 90 % de las palabras de un texto o de un discurso para alcanzar un nivel aceptable de comprensión. Por esa razón el vocabulario está estrechamente relacionado con medidas de comprensión e inferencias (Daugaard et al., 2017;Shahar-Yames & Prior, 2018;Sterpin et al., 2021;Strasser & Río, 2014). ...
... El resultado es interesante, ya que la profundidad del vocabulario se vincula con el conocimiento que un sujeto tiene respecto del significado de las palabras, sus usos posibles y de relaciones conceptuales y esto guía y tiene incidencia en las habilidades de comprensión. Nuestros resultados son similares a los de otras investigaciones que muestran que el desarrollo del vocabulario acompaña y cumple un rol crucial en la habilidad de comprender un texto, ya sea escrito o narrado (Cain & Bignell, 2014;Currie & Cain, 2015;Daugaard et al., 2017;Kim, 2017;Lepola et al., 2012;Oakhill & Cain, 2018;Silva & Cain, 2015;Sterpin et al., 2021). También a los modelos teóricos de comprensión; por ejemplo, de acuerdo con el Modelo de Construcción-Integración de Kintsch (1998), todos los aspectos vinculados al conocimiento previo, en este caso el vocabulario, juegan un papel crítico en la comprensión del texto puesto que es vital para construir el modelo mental del texto, dado que entender el significado de las palabras y los conceptos permite establecer conexiones entre las diferentes partes del texto y relacionar lo leído con el conocimiento almacenado en la memoria. ...
El propósito del presente trabajo consistió en estudiar el papel de la generación de inferencias y del conocimiento del vocabulario (vinculado a la dimensión de profundidad) en la comprensión literal de narraciones en niños preescolares de tres a seis años. Con este propósito se administró una prueba de vocabulario, se narraron tres cuentos a los niños, y se evaluó la generación de inferencias y la comprensión literal de las narraciones. Los resultados indicaron relaciones significativas entre el vocabulario, la generación de inferencias y la comprensión de las narraciones. Al llevar a cabo un análisis de regresión se observó un efecto de interacción entre el vocabulario y la generación de inferencias. Al analizar dicha interacción se observó que los niños con menor vocabulario dependían de sus habilidades de generación de inferencias para poder comprender, y que los niños con menor capacidad para generar inferencias dependían del conocimiento del vocabulario para lograr comprender la narración.
... To assess general receptive vocabulary, we used a Danish adaptation of the standardized Peabody Picture Vocabulary Test (Dunn & Dunn, 1981;Nielsen, 2008) for pre-and posttesting. Due to the lack of standardized vocabulary tests in Danish, this adapted nonstandardized version has been previously used in studies of school-age native speakers of Danish (e.g., Daugaard et al., 2017;Engberg-Pedersen & Christensen, 2017) as well as samples including children speaking Danish as a second language (e.g., Daugaard, 2015;Gellert & Elbro, 2013). This version has also been found to correlate highly with an experimental measure of expressive vocabulary in a Danish study of children from Grades 3 to 4 (Gellert & Elbro, 2013). ...
Purpose:
The first purpose of this study was to investigate how children's knowledge of taught words and transfer words assessed 10 months after a morphological vocabulary intervention can be predicted by means of language measures taken before the intervention. The second purpose was to investigate whether and how immediate post-intervention measures can contribute to the prediction after pre-intervention measures are accounted for.
Method:
A secondary analysis of data from 87 participants in a trial of short- and long-term effects of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Students' knowledge of morphologically transparent taught words and transfer words was examined 10 months after the intervention. Pre-intervention and immediate post-intervention measures of general vocabulary, knowledge of morphologically transparent words, morphological analysis of pseudowords, and meta-morphological knowledge were evaluated as predictors.
Results:
By means of pre-intervention measures only, about 40% of the overall variance in students' knowledge of morphologically transparent words assessed at follow-up could be predicted. A good early classification of students with later relatively good or poor word knowledge could be obtained, especially for knowledge of transfer words. Furthermore, immediate post-intervention measures were found to add substantially to the prediction of overall variance in students' knowledge of morphologically transparent words at follow-up and to the correct early classification beyond the contribution from pre-intervention measures. In particular, pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords in combination yielded a good classification of students with later relatively good or poor knowledge of transfer words.
Conclusion:
A good level of prediction of students' knowledge of morphologically transparent taught words and transfer words 10 months after a morphological vocabulary intervention can be provided by means of a combination of a few pre- and post-intervention measures of knowledge of morphologically transparent words and morphological analysis of pseudowords.
... The cluster focuses on clarifying the influences of vocabulary knowledge, inference making and verbal working memory on word-to-text integration in written and spoken language comprehension. Daugaard et al. (2017) examined the effects of vocabulary knowledge and inference making ability on 6th graders' reading comprehension through an oral vocabulary test and a comprehension test by taking verbal working memory into account as an explanatory variable. The results replicated the finding that inference making facilitated the process of selecting the precise word meanings in texts (Cromley and Azevedo, 2007;Ahmed et al., 2016;Segers and Verhoeven, 2016). ...
Lexical inferencing functions as one of the most important and effective skills used in language comprehension pertaining to psychological, cognitive and neurological aspects. Given its complex nature and crucial role in language comprehension, lexical inferencing has received considerable attention. The present study visualized the knowledge domain of the research on lexical inferencing based on a total of 472 articles collected from Web of Science (WoS) Core Collection of Thomson Reuters from 2001 to 2021. The bibliographic data were analyzed through co-cited articles, co-citation clusters of references, and co-occurring keywords to identify holistic intellectual landscape of lexical inferencing with special focus on its intellectual structure and base, and hot research topics. The main intellectual base includes probability of activating lexical inferencing in working memory and encoding in long-term memory, the role of lexical inferencing in reading comprehension, in connected speech, in children’s derivation under pragmatic context, and in psychological and neurocognitive processes underlying language processing mechanism. Hot topics are comprised the impacts of lexical inferencing on language acquisition and comprehension (written and spoken language comprehension), the factors (context variables, vocabulary knowledge, and morphological awareness) affecting the presence and efficacy of lexical inferencing, and the time course of lexical inferencing during reading. Critically, the results of this study demonstrated that the contribution of lexical inferencing to language comprehension was strongly correlated with learner-related and discourse-related variables. The study shed valuable light on the understanding of the intellectual background and the dynamic patterns of lexical inferencing over the past two decades, thereby future work in lexical inferencing is suggested as well.
... Conflicting results such as those discussed above prompt reflection on the role of vocabulary knowledge in reading comprehension, including the type of knowledge that influences the outcome of any reading comprehension task. There is a strong correlation between vocabulary knowledge and good reading abilities in both the L1 and the L2 Daugaard et al. 2017;Droop, Verhoeven 2003;Grabe, Stroller 2011;Oslund et al. 2018;Perfetti, Stafura 2014;Prior et al. 2014;Quinn et al. 2015Quinn et al. , 2019Suggate et al. 2018). Indeed, Perfetti and Stafura's (2014) Reading System Framework claims that word-to-text integration is central in the whole process. ...
The study offers a retrospective analysis of data collected from reading comprehension activities of two groups of English foreign language (EFL) learners, one with and one without dyslexia. The aim of the investigation was to verify whether vocabulary depth corresponds to greater accuracy in answering factual and inferential questions in the two groups. The hypothesis was that depth would be associated with better comprehension even in dyslexic readers' performance, which was generally poorer than that of the control group. In fact, this was only confirmed for high-range focus words, that is, words that were more deeply known to the participants according to an adapted Word Associates Test. Variable outcomes were observed for mid-and low-range words. A qualitative analysis of the unexpected results was carried out which led to the identification of several factors hindering text comprehension by dyslexic readers. These include a difficulty in selecting the relevant sense of focus words in contexts in which competing elements coexist and a negative interaction between lexical and pragmatic-inferential processing.
... Several longitudinal studies suggest the direct effect of vocabulary on reading comprehension across languages, even after controlling for the autoregressive effect and other cognitive-linguistic factors (Dutch: de Jong & van der Leij, 2002;English: Quinn et al., 2015;Chinese: Song et al., 2015). An indirect effect of vocabulary on reading comprehension via a third variable, such as discourse-level knowledge (Ho et al., 2019) and inference making (Daugaard et al., 2017), was also found. Moreover, co-existing direct and indirect effects are reported in different monolingual children. ...
... Furthermore, only word reading was tested as a mediator in the present study. Other factors, such as additional language and cognitive skills, including morphological awareness (e.g., Kieffer & Lesaux, 2007) and inference skills (e.g., Daugaard et al., 2017), can also serve as mediators and should be tested in future studies. Additionally, despite the use of parallel L1 Chinese and L2 English measures, creating perfectly matched L1 and L2 tasks, especially for reading comprehension, remains a challenge. ...
This study examined the links between two aspects of vocabulary knowledge (i.e., breadth and depth) and reading comprehension, and the mediating impact of word reading on these links within and across first language (L1) Chinese and second language (L2) English among 391 Hong Kong Chinese-English bilingual second graders. After administering tasks on receptive and expressive vocabulary breadth, expressive vocabulary depth, word reading, and reading comprehension, path model analyses revealed a direct effect of receptive vocabulary breadth, and indirect effects of expressive vocabulary breadth and depth through word reading, on reading comprehension in L1 Chinese. However, in L2 English, a direct effect occurred in expressive vocabulary depth, while indirect effects were observed in receptive and expressive vocabulary breadth. The cross-language analyses showed a direct effect of Chinese receptive vocabulary, and an indirect effect of Chinese expressive vocabulary depth through L2 English word reading, on English reading comprehension.
... To understand a text, certain basic skills such as decoding and fluency are necessary (Hjetland et al., 2019;Klauda & Guthrie, 2008;Wang, Sabatini, O'reilly, & Weeks, 2019), together with more complex linguistic and metacognitive skills such as vocabulary, prior knowledge, comprehension monitoring, and inference-making (Bowyer-Crane & Snowling, 2005;Daugaard, Cain, & Elbro, 2017;McNamara, de Vega, & O'Reilly, 2007;Oakhill & Cain, 2012;Soto et al., 2019). Although these skills are known to be essential factors of RC, recent studies have attempted to identify additional variables to complement the traditional set of predictors of RC. ...
This research aims to evaluate the predicting role of executive functions, specially inhibition and flexibility, in reading comprehension. Participants were evaluated with inhibition and flexibility measures in first- grade, and later in third- grade their reading comprehension, oral and silent reading fluency, as well as their decoding skills were measured. Results show that first grade inhibition and flexibility are direct predictors of third- grade reading comprehension. When the indirect effect of inhibition and flexibility on reading comprehension was tested through measures of reading fluency and decoding, it was found that neither ORF nor decoding mediates the relationship between the variables. However, it was found that SRF is a variable that mediates the relationship between flexibility and reading comprehension. Results are discussed in the context of the relevance of early measures of inhibition and flexibility to explain reading comprehension and the role of SRF in this relationship.
