From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

Sanne W. van der Kleij; Adrian P. Burgess; Jessie Ricketts; Laura R. Shapiro

doi:10.1080/10888438.2022.2068418

From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

Sanne W. van der Kleij^*, Adrian P. Burgess, Jessie Ricketts, Laura R. Shapiro

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

Purpose
We investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys).

Method
Structural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both.

Results
We found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated.

Conclusion
Our findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary.

Original language	English
Pages (from-to)	514-526
Number of pages	13
Journal	Scientific Studies of Reading
Volume	26
Issue number	6
Early online date	26 Apr 2022
DOIs	https://doi.org/10.1080/10888438.2022.2068418
Publication status	Published - 26 Apr 2022

Bibliographical note

© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

Keywords

Psychology (miscellaneous)
Education

Access to Document

10.1080/10888438.2022.2068418Licence: CC BY-NC-ND 4.0

From Bibliophile to Sesquipedalian
© 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Final published version, 936 KBLicence: CC BY-NC-ND 4.0

Cite this

@article{49ac3b820fee4d619505cb02c973ca03,

title = "From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension",

abstract = "PurposeWe investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys).MethodStructural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both.ResultsWe found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated.ConclusionOur findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary.",

keywords = "Psychology (miscellaneous), Education",

author = "{van der Kleij}, {Sanne W.} and Burgess, {Adrian P.} and Jessie Ricketts and Shapiro, {Laura R.}",

note = "{\textcopyright} 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.",

year = "2022",

month = apr,

day = "26",

doi = "10.1080/10888438.2022.2068418",

language = "English",

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T1 - From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

AU - van der Kleij, Sanne W.

AU - Burgess, Adrian P.

AU - Ricketts, Jessie

AU - Shapiro, Laura R.

N1 - © 2022 The Author(s). Published with license by Taylor & Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

PY - 2022/4/26

Y1 - 2022/4/26

N2 - PurposeWe investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys).MethodStructural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both.ResultsWe found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated.ConclusionOur findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary.

AB - PurposeWe investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys).MethodStructural equation modeling was used to test whether word reading was associated with vocabulary and reading comprehension: a) directly; b) indirectly via leisure reading; or c) both.ResultsWe found both direct and indirect effects of word reading on vocabulary: word reading ability directly predicted outcomes, and also predicted the amount of leisure reading, which in turn predicted vocabulary. For reading comprehension we observed direct but not indirect effects of word reading. As expected, vocabulary and reading comprehension outcomes were strongly correlated.ConclusionOur findings demonstrate the direct effect of word reading ability in predicting vocabulary and reading comprehension, and reveal a crucial mediating role of leisure reading in the development of vocabulary.

KW - Psychology (miscellaneous)

KW - Education

UR - https://www.tandfonline.com/doi/full/10.1080/10888438.2022.20

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DO - 10.1080/10888438.2022.2068418

M3 - Article

SN - 1088-8438

VL - 26

SP - 514

EP - 526

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

IS - 6

ER -

From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Reading Measures from the Aston Literacy Project and Reading and Vocabulary Project datasets (forming the Literacy in Birmingham and Solihull, LIBS, Dataset)

Cite this

From Bibliophile to Sesquipedalian: Modeling the Role of Reading Experience in Vocabulary and Reading Comprehension

Abstract

Bibliographical note

Keywords

Access to Document

Other files and links

Fingerprint

Datasets

Reading Measures from the Aston Literacy Project and Reading and Vocabulary Project datasets (forming the Literacy in Birmingham and Solihull, LIBS, Dataset)

Cite this