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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ndltd-fsu.edu-oai-fsu.digital.flvc.org-fsu_1761992020-06-05T03:08:15Z Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children Tannenbaum, Kendra R. (authoraut) Torgesen, Joseph K. (professor directing dissertation) Al Otaiba, Stephanie Dent (outside committee member) Kistner, Janet (committee member) Lonigan, Christopher J. (committee member) Wagner, Richard K. (committee member) Department of Psychology (degree granting department) Florida State University (degree granting institution) Text text Florida State University Florida State University English eng 1 online resource computer application/pdf 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. Psychology FSU_migr_etd-1703 http://purl.flvc.org/fsu/fd/FSU_migr_etd-1703 This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. http://diginole.lib.fsu.edu/islandora/object/fsu%3A176199/datastream/TN/view/Relationships%20Betweeen%20Measures%20of%20Word%20Knowledge%20and%20Reading%20Comprehension%20in%20Third-%20and%20Seventh-Grade%20Children.jpg |
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Psychology Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children |
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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. |
author2 |
Tannenbaum, Kendra R. (authoraut) |
author_facet |
Tannenbaum, Kendra R. (authoraut) |
title |
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children |
title_short |
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children |
title_full |
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children |
title_fullStr |
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children |
title_full_unstemmed |
Relationships Betweeen Measures of Word Knowledge and Reading Comprehension in Third- and Seventh-Grade Children |
title_sort |
relationships betweeen measures of word knowledge and reading comprehension in third- and seventh-grade children |
publisher |
Florida State University |
url |
http://purl.flvc.org/fsu/fd/FSU_migr_etd-1703 |
_version_ |
1719317855157092352 |