The role of vocabulary knowledge on inference generation: A meta-analysis
References
- Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). International Reading Association.
- Bowyer-Crane, C., & Snowling, M. J. (2005). Assessing children’s inference generation: What do tests of reading comprehension measure? British Journal of Educational Psychology, 75(2), 189–201. https://doi.org/10.1348/000709904X2267410.1348/000709904X22674
- Brownell, R. (2000). Expressive one-word picture vocabulary test manual. Academic Therapy.
- *Cain, K, Oakhill, J. V, & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. https://doi.org/10.1037/0022-0663.96.1.3110.1037/0022-0663.96.1.31
- Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11(5/6), 489–503. https://doi.org/10.1023/A:100808412020510.1023/A:1008084120205
- *Cain, K, & Oakhill, J. V. (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? In Annee Psychologique (Vol. 114, Issue 4, pp. 647–662). Editions NecPlus. https://doi.org/10.4074/S000350331400403510.4074/S0003503314004035
- Carrow-Woolfolk, E. (1999). Comprehensive assessment of spoken language. Pearson.
- Cheung, M. (2014). Modeling dependent effect sizes with three-level meta-analyses: A structural equation modeling approach. Psychological Methods, 19(2), 211–229. https://doi.org/10.1037/a003296810.1037/a0032968
- Cheung, M. (2019). Guide to conducting a meta-analysis with non-independent effect sizes. Neuropsychology Review, 29, 387–399. https://doi.org/10.1007/s11065-019-09415-610.1007/s11065-019-09415-6
- *Chrysochoou, E., Bablekou, Z., & Tsigilis, N. (2011). Working memory contributions to reading comprehension components in middle childhood children. American Journal of Psychology, 124(3), 275–289. https://doi.org/10.5406/amerjpsyc.124.3.027510.5406/amerjpsyc.124.3.0275
- Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311–325. https://doi.org/10.1037/0022-0663.99.2.31110.1037/0022-0663.99.2.311
- Cronbach, L. J. (1942). An analysis of techniques for diagnostic vocabulary testing. Journal of Educational Research, 36(3), 206–217. https://doi.org/10.1080/00220671.1942.1088116010.1080/00220671.1942.10881160
- Cuetos, F., Rodríguez, B., Ruano, E., & Arribas, D. (2007). PROLEC-R: Batería de evaluación de los procesos lectores, revisada [Evaluation of reading processes for children, revised edition]. TEA Ediciones.
- *Currie, N. K, & Cain, K. (2015). Children’s inference generation: The role of vocabulary and working memory. Journal of Experimental Child Psychology, 137, 57–75. https://doi.org/10.1016/j.jecp.2015.03.00510.1016/j.jecp.2015.03.005
- *Currie, N. K., & Muijselaar, M. M. L. (2019). Inference making in young children: The concurrent and longitudinal contributions of verbal working memory and vocabulary. Journal of Educational Psychology, 111(8), 1416– 1431. https://doi.org/10.1037/edu000034210.1037/edu0000342
- *Dale, P. S., Harlaar, N., Hayiou-Thomas, M. E., & Plomin, R. (2010). The etiology of diverse receptive language skills at 12 years. Journal of Speech, Language, and Hearing Research, 53(4), 982–992. https://doi.org/10.1044/1092-4388(2009/09-0108)10.1044/1092-4388(2009/09-0108)
- *Davies, C., McGillion, M., Rowland, C., & Matthews, D. (2020). Can inferencing be trained in preschoolers using shared book-reading? A randomised controlled trial of parents’ inference-eliciting questions on oral inferencing ability. Journal of Child Language, 47(3), 655–679. https://doi.org/10.1017/S030500091900080110.1017/S0305000919000801
- Duncan, G., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1443. https://doi.org/10.1037/0012-1649.44.1.21710.1037/0012-1649.44.1.217
- Dunn, L. M., & Dunn, D. M. (2007). Peabody Picture Vocabulary Test, fourth edition. Pearson.
- Dunn, L. M., Dunn, D. W., Sewell, J., Styles, B., & Shamsan, Y. (2009). The British Picture Vocabulary Scale (3rd ed.). GL Assessment.
- Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). British Picture Vocabulary Scale II. NFER-Nelson.
- Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal, 31, 105–119. https://doi.org/10.1177/00336882000310020510.1177/003368820003100205
- Fernández-Castilla, B., Jamshidi, L., Declercq, L., Beretvas, N., Onghena, P., & Van den Noortgate, W. (2020). The application of meta-analytic (multilevel) models with multiple random effects: A systematic review. Behavior Research Methods, 52, 2031–2052. https://doi.org/10.3758/s13428-020-01373-910.3758/s13428-020-01373-9
- *Florit, E., Roch, M., & Levorato, M. C. (2011). Listening text comprehension of explicit and implicit information in preschoolers: The role of verbal and inferential skills. Discourse Processes, 48(2), 119–138. https://doi.org/10.1080/0163853X.2010.49424410.1080/0163853X.2010.494244
- Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395. https://doi.org/10.1037/0033-295X.101.3.37110.1037/0033-295X.101.3.371
- Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303–317. https://doi.org/10.1017/S027226319900208910.1017/S0272263199002089
- Hayiou-Thomas, M. E., Harlaar, N., Dale, P. S., & Plomin, R. (2010). Preschool speech, language skills, and reading at 7, 9, and 10 years: Etiology of the relationship. Journal of Speech, Language, and Hearing Research, 53(2), 311–332. https://doi.org/10.1044/1092-4388(2009/07-0145)10.1044/1092-4388(2009/07-0145)
- Johnson-Laird, P. N. (1983). Mental models. Cambridge University Press.
- *Jones, A. C., Toscano, E., Botting, N., Marshall, C. R., Atkinson, J. R., Denmark, T., Herman, R., & Morgan, G. (2016). Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices. Research in Developmental Disabilities, 59, 268–282. https://doi.org/10.1016/j.ridd.2016.09.01010.1016/j.ridd.2016.09.010
- Kaufman, A. S., & Kaufman, N. L. (2000). K-Bit, Test Breve de Inteligencia de Kaufman. Pearson.
- *Kendeou, P., Bohn-Gettler, C., White, M. J., & Van Den Broek, P. (2008). Children’s inference generation across different media. Journal of Research in Reading, 31(3), 259–272. https://doi.org/10.1111/j.1467-9817.2008.00370.x10.1111/j.1467-9817.2008.00370.x
- Kendeou, P., Van Den Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research and Practice, 29(1), 10–16. https://doi.org/10.1111/ldrp.1202510.1111/ldrp.12025
- *Kim, Y.-S. G. (2020). Toward integrative reading science: The direct and indirect effects model of reading. Journal of Learning Disabilities, 53(6), 469–491. https://doi.org/10.1177/002221942090823910.1177/0022219420908239
- *Kim, Y. S. G. (2017). Multicomponent view of vocabulary acquisition: An investigation with primary grade children. Journal of Experimental Child Psychology, 162, 120–133. https://doi.org/10.1016/j.jecp.2017.05.00410.1016/j.jecp.2017.05.004
- *Kim, Y. S. G. (2020). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667–684. https://doi.org/10.1037/edu000040710.1037/edu0000407
- Kim, Y. S. G., Cho, J. R., & Park, S. G. (n.d.). The Korean Test Of Language And Literacy Skills (KOLLS). Korea Guidance.
- Kintsch, W. (1998). Comprehension. A paradigm for cognition. Cambridge University Press.
- Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.16310.1037/0033-295X.95.2.163
- Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19(2), 255–271. https://doi:10.1093/applin/19.2.25510.1093/applin/19.2.255
- Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 21(2), 202– 226. https://doi.org/10.1191/0265532204lt277oa10.1191/0265532204lt277oa
- Laufer, B., & Paribakht, T. (1998). The relationship between passive and active vocabularies: effects of language learning context. Language Learning, 48, 365–391. https://doi.org/10.1111/0023-8333.0004610.1111/0023-8333.00046
- *Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373–390. https://doi.org/10.1002/rrq.14510.1002/rrq.145
- *Lepola, J., Lynch, J., Laakkonen, E., Silvén, M., & Niemi, P. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4-6-year-old children. Reading Research Quarterly, 47(3), 259–282. https://doi.org/10.1002/RRQ.02010.1002/rrq.020
- Li, M., & Kirby, J. R. (2015). The effects of vocabulary breadth and depth on English reading. Applied Linguistics, 36(5), 611–634. https://doi.org/10.1093/applin/amu00710.1093/applin/amu007
- *López-Escribano, C., de Juan, M. R. E., Gómez-Veiga, I., & García-Madruga, J. A. (2013). Estudio predictivo de la comprensión lectora en estudiantes españoles de tercero de Primaria. Psicothema, 25(2), 199–205. https://doi.org/10.7334/psicothema2012.175
- Lynch, J. S., van den Broek, P., Kremer, K. E., Kendeou, P., White, M. J., & Lorch, E. P. (2008). The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29(4), 327–365. https://doi.org/10.1080/0270271080216541610.1080/02702710802165416
- MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2001). Gates-MacGinitie Reading Tests, Level 7/9, Form S (4th ed.). Riverside Publishing.
- Marchman, V. A., & Fernald, A. (2008). Speed of word recognition and vocabulary knowledge in infancy predict cognitive and language outcomes in later childhood: Fast-Track Report. Developmental Science, 11(3), F9– F16. https://doi.org/10.1111/j.1467-7687.2008.00671.x10.1111/j.1467-7687.2008.00671.x
- Milton, J. (2009). Measuring second language vocabulary acquisition. Multilingual Matters.10.21832/9781847692092
- Moeyaert, M., Ugille, M., Natasha Beretvas, S., Ferron, J., Bunuan, R., & Van den Noortgate, W. (2017). Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis. International Journal of Social Research Methodology, 20(6), 559–572. https://doi.org/10.1080/13645579.2016.125218910.1080/13645579.2016.1252189
- Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., Altman, D., Antes, G., Atkins, D., Barbour, V., Barrowman, N., Berlin, J. A., Clark, J., Clarke, M., Cook, D., D’Amico, R., Deeks, J. J., Devereaux, P. J., Dickersin, K., Egger, M., Ernst, E., … Tugwell, P. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7). https://doi.org/10.1371/journal.pmed.100009710.1371/journal.pmed.1000097
- Muijselaar, M. M. L. (2018). The dimensionality of inference making: Are local and global inferences distinguishable? Scientific Studies of Reading, 22(2), 117–136. https://doi.org/10.1080/10888438.2017.137117910.1080/10888438.2017.1371179
- *Nash, H., & Heath, J. (2011). The role of vocabulary, working memory and inference making ability in reading comprehension in Down syndrome. Research in Developmental Disabilities, 32(5), 1782–1791. https://doi.org/10.1016/j.ridd.2011.03.00710.1016/j.ridd.2011.03.007
- Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.10.1017/CBO9781139524759
- Nation, I.S.P. (1990). Teaching and learning vocabulary. Heinle & Heinle Publishers.
- Nation, K., & Snowling, M. J. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming. Cognition, 70(1), B1–B13. https://doi.org/10.1016/S0010-0277(99)00004-910.1016/S0010-0277(99)00004-9
- Oakhill, J. (1982). Constructive processes in skilled and less skilled comprehenders’ memory for sentences. British Journal of Psychology, 73(1), 13–20. https://doi.org/10.1111/j.2044-8295.1982.tb01785.x10.1111/j.2044-8295.1982.tb01785.x
- *Oakhill, J. V., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.52921910.1080/10888438.2010.529219
- Oakhill, J V. (1984). Inferential and memory skills in children’s comprehension of stories. British Journal of Educational Psychology, 54(1), 31–39. https://doi.org/10.1111/j.2044-8279.1984.tb00842.x10.1111/j.2044-8279.1984.tb00842.x
- Oakhill, J V, & Cain, K. (2013). The precursors of reading ability in young readers: evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. https://doi.org/10.1080/10888438.2010.52921910.1080/10888438.2010.529219
- *Oakhill, J V, Cain, K., & Bryant, P. (2003). Dissociation of single-word reading and text comprehension skills. Language and Cognitive Processes, 18, 443– 468. https://doi.org/10.1080/0169096034400000810.1080/01690960344000008
- Oakhill, J V, Cain, K., & McCarthy, D. (2015). Inference processing in children: The contributions of depth and breadth of vocabulary knowledge. In E. J. O’Brien, A. E. Cook, & R. F. Lorch, Jr. (Eds.), Inferences during reading (pp. 140–159). Cambridge University Press. https://doi.org/10.1017/cbo9781107279186.00810.1017/CBO9781107279186.008
- Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. https://doi.org/10.1037/0022-0663.98.3.55410.1037/0022-0663.98.3.554
- Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36–76. https://doi.org/10.1598/RRQ.38.1.310.1598/RRQ.38.1.3
- Paul, P. V., & Gustafson, G. (1991). Comprehension of high-frequency multimeaning words by students with hearing impairment. Remedial and Special Education, 12(4), 52–61. https://doi.org/10.1177/07419325910120040810.1177/074193259101200408
- Perfetti, C, & Hart, L. (2002). The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189–213). John Benjamins. https://doi.org/10.1075/swll.11.14per10.1075/swll.11.14per
- Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. https://doi.org/10.1080/1088843070153073010.1080/10888430701530730
- Proctor, C. P., Silverman, R. D., Harring, J. R., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading and Writing, 25(7), 1635–1664. https://doi.org/10.1007/S11145-011-9336-510.1007/s11145-011-9336-5
- Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language Learning, 64(4), 913–951. https://doi.org/10.1111/lang.1207710.1111/lang.12077
- Semel, E. M., Wiig, E. H., & Secord, W. (2006). Clinical evaluation of language fundamentals (4th ed.). Harcourt Assessment.
- Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge, University of Reading Language Studies Working Papers, 4, 37–45.
- *Silva, M., & Cain, K. (2015). The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107(2), 321–331. https://doi.org/10.1037/a003776910.1037/a0037769
- Silvén, M., & Rubinov, E. (2010). Language and preliteracy skills in bilinguals and monolinguals at preschool age: Effects of exposure to richly inflected speech from birth. Reading and Writing, 23(3), 385–414. https://doi.org/10.1007/s11145-009-9206-610.1007/s11145-009-9206-6
- Silverman, R. D., Proctor, C. P., Harring, J. R., Doyle, B., Mitchell, M. A., & Meyer, A. G. (2014). Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49(1), 31–60. https://doi.org/10.1002/rrq.6310.1002/rrq.63
- Singer, M., & Ritchot, K. F. M. (1996). The role of working memory capacity and knowledge access in text inference processing. Memory & Cognition, 24(6), 733–743. https://doi.org/10.3758/BF0320109810.3758/BF03201098
- Sterne, J. A., & Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. In H. R. Rothstein, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and analysis (pp. 90–110). John Wiley & Sons, Ltd.
- *Strasser, K., & del Río, F. (2014). The role of comprehension monitoring, theory of mind, and vocabulary depth in predicting story comprehension and recall of kindergarten children. Reading Research Quarterly, 49(2), 169–187. https://doi.org/10.1002/rrq.6810.1002/rrq.68
- Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K. (2006). Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381–398. https://doi.org/10.1207/s1532799xssr1004_310.1207/s1532799xssr1004_3
- Tran, A. H., Tremblay, K. A., & Binder, K. S. (2020). The factor structure of vocabulary: An investigation of breadth and depth of adults with low literacy skills. Journal of Psycholinguistic Research, 49(2), 335–350. https://doi.org/10.1007/s10936-020-09694-810.1007/s10936-020-09694-8
- Van den Broek, P. (1990). The causal inference maker: Towards a process model of inference generation in text comprehension. In D. Balota, G. Flores D’Arcais, & K. Rayner (Eds.), Comprehension processes in reading (pp. 423–446). Lawrence Erlbaum Associates.
- Van Den Broek, P, Rapp, D. N., & Kendeou, P. (2005). Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes, 39(2–3), 299–316. https://doi.org/10.1207/s15326950dp3902&3_11
- Van Den Broek, P, & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315–325. https://doi.org/10.1080/02796015.2012.1208751210.1080/02796015.2012.12087512
- *Villalonga Penna, M. M., Padilla Sabaté, C., & Burin, D. (2014). Relaciones entre decodificación, conocimiento léxico-semántico e inferencias en niños de escolaridad primaria. Interdisciplinaria, 31(2), 259–274. https://doi.org/10.16888/interd.2014.31.2.510.16888/interd.2014.31.2.5
- Wagner, R. C., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2010). Test of Silent Reading Efficiency and Comprehension. ProEd.
- Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second language acquisition, 30(1), 79–95. https://doi.org/10.1017/S027226310808004210.1017/S0272263108080042
- Webb, S. (2009). The effects of receptive and productive learning of word pairs on vocabulary knowledge. RELC Journal, 40(3), 360–376. https://doi.org/10.1177/003368820934385410.1177/0033688209343854
- Wechsler, D. (1994). Test de inteligencia para niños WISC-III, Manual. Paidós.
- Wechsler, D. (1998). Test de Inteligencia para Preescolares (WPPSI-R). Paidos.
- Wechsler, D. (2012). Test de inteligencia para niños (WISC-IV) (4°). Paidós.
- Wiig, E. H., Secord, W., & Sabers, D. (1989). Tests of Language Competence (Extended Edition). Psychological Corporation.
- Wiig, E. H., Secord, W., & Semel, E. M. (2004). CELF-Preschool 2: Clinical evaluation of language fundamentals-preschool. Pearson/Psychological Corporation.
- Williams, K. T. (2007). Expressive Vocabulary Test (2nd ed.). Pearson.
- Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50(4), 1093–1109. https://doi.org/10.1044/1092-4388(2007/076)10.1044/1092-4388(2007/076)
- Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock– Johnson III. Riverside Publishing.
- Woodcock, R. W., Muñoz-Sandoval, A. F., & Ruef, M. L. (n.d.). Woodcock–Muñoz Language Survey–revised. Riverside Publishing.
Language: English
Page range: 168 - 193
Published on: Oct 9, 2021
Published by: University of Warsaw
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Related subjects:
© 2021 Lucas Federico Sterpin, Sofía Soledad Ortiz, Jésica Formoso, Juan Pablo Barreyro, published by University of Warsaw
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.