Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children
This study examined the relationships between reading comprehension and breadth, depth, and fluency of word knowledge in third- and seventh-grade students. The Expressive One-Word Picture Vocabulary Test-Third Edition (EOWPVT) and the Receptive One-Word Picture Vocabulary Test-Second Edition (ROWPVT...
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| Format: | Others |
| Language: | English English |
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Florida State University
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| Online Access: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-1703 |
| Summary: | This study examined the relationships between reading comprehension and breadth, depth, and fluency of word knowledge in third- and seventh-grade students. The Expressive One-Word Picture Vocabulary Test-Third Edition (EOWPVT) and the Receptive One-Word Picture Vocabulary Test-Second Edition (ROWPVT) were used to measure breadth of word knowledge. The Multiple Contexts subtest of the Test of Word Knowledge (TOWK) and the Associations subtest of The WORD Test-2 were used to measure depth of word knowledge. The Retrieval Fluency subtest of the Woodcock Johnson III Tests of Cognitive Abilities and the Picture Naming: Nouns subtest of the Test of Word Finding-2 (TWF-2) and Test of Adolescent/Adult Word Finding (TAWF) were used to measure fluency of word knowledge. Confirmatory factor analyses showed that a one factor model of General Word Knowledge provided the best fit to the data in the third-grade sample. A two-factor model of Fluency and Breath/Depth emerged as the best fitting model in the seventh-grade sample, and Breadth/Depth had a stronger relationship to Reading Comprehension than did Fluency. Equivalence testing indicated that the two measures of reading comprehension were invariant across the two groups; however, the majority of the measures of word knowledge were not invariant. The results of the current study, in combination with the results of an earlier study conducted by Tannenbaum, Torgesen, & Wagner (2006), do not support a robust three-factor model of word knowledge. === A Dissertation Submitted to the Department of Psychology in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy. === Summer Semester, 2008. === June 26, 2008. === Word Knowledge, Reading Comprehension, Reading, Vocabulary === Includes bibliographical references. === Joseph K. Torgesen, Professor Directing Dissertation; Stephanie Dent Al Otaiba, Outside Committee Member; Janet Kistner, Committee Member; Christopher J. Lonigan, Committee Member; Richard K. Wagner, Committee Member. |
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