Research Questions/Purpose
1. Does fourth-grade word-reading skill predict the
rate of change in vocabulary growth between fourth
and 10th grades, after controlling for individual
differences in vocabulary acquisition prior to reading
instruction?
2. Is the relationship between word-reading skill and
vocabulary growth uniform across different levels of
initial word-reading ability, or does it vary among
strong, average, and weak readers?
The purpose of the study is to investigate the
relationship between word-reading ability and
vocabulary growth during late childhood and
adolescence. Specifically, the study aims to
determine whether fourth-grade word-reading skill
influences the rate of subsequent vocabulary growth,
independent of pre-existing vocabulary levels.
Additionally, the study seeks to explore whether the
observed relationship between word reading and
vocabulary growth differs among readers with varying
levels of initial word-reading ability. Ultimately, the
study aims to provide insights into the mechanisms
underlying vocabulary development and the role of
reading skills in facilitating language acquisition
during later stages of development.
Participants
The data analyzed in the current study were drawn
from a sample of 604 participants who originally took
part in an epidemiological study of language
impairment.
Results
The study found significant associations between fourth-grade wordreading skill and subsequent vocabulary growth between fourth and
10th grades, even after controlling for kindergarten vocabulary levels.
Higher word-reading ability in fourth grade corresponded to greater
rates of vocabulary growth. Fourth-grade reading ability accounted for
8% of the total variance in rates of vocabulary growth during this
period, indicating a non-trivial impact. Moreover, the effect of fourthgrade reading on vocabulary growth was not uniform across different
levels of initial word-reading ability; strong readers exhibited greater
vocabulary gains relative to average and weak readers, suggesting a
one-sided Matthew effect. While a linear model was used for analysis,
the overall trajectory of vocabulary growth appeared curvilinear.
Additionally, mother's education level was not a significant predictor of
vocabulary growth after controlling for kindergarten vocabulary,
suggesting that kindergarten vocabulary effectively served as a proxy
variable for socioeconomic factors influencing vocabulary growth. The
study sample included typically developing children and those with
language and/or cognitive impairments, with weighted scores used to
account for oversampling of children with impairments. These findings
provide strong support for the existence of a Matthew effect between
word-reading skill and vocabulary growth, with implications for
understanding the dynamics of vocabulary acquisition in older children
and adolescents.
Discussion/Implications
The study's discussion highlights the significant association between
fourth-grade word-reading skill and subsequent vocabulary growth,
emphasizing the importance of reading-related activities in fostering
vocabulary development. The findings suggest that fourth-grade
reading ability serves as an indicator of various reading-related
activities unfolding between fourth and 10th grades, influencing
exposure to new words and vocabulary growth. While the effect of
fourth-grade reading on vocabulary growth was substantial, it was not
uniform across different levels of initial word-reading ability, revealing a
one-sided Matthew effect where strong readers experienced greater
vocabulary gains relative to average and weak readers. This nuanced
understanding underscores the dynamic interplay between reading skill
and vocabulary acquisition. The study's use of a large, populationbased sample enhances the generalizability of the findings to both
typically developing children and those with language and/or cognitive
impairments. The discussion also acknowledges the limitations of the
study, such as its observational design and the use of a linear model
for analyzing vocabulary growth, suggesting potential avenues for
future research. Overall, the implications of the study emphasize the
critical role of reading in vocabulary development during adolescence
and underscore the need for tailored interventions to support
vocabulary growth, particularly for individuals with varying levels of
reading skill.
Procedures
1.Participants were individually administered
2.standardized tests or tasks to measure their
vocabulary knowledge and reading skills.
3.Participants were presented with a variety of
vocabulary items or tasks, which may have included
definitions, synonyms, antonyms, or context-based
questions.
4.Participants' reading skills were assessed using
tasks that measured word reading ability,
comprehension, and possibly fluency.
5.Assessments were conducted at multiple time
points, allowing for the tracking of changes in
vocabulary growth and reading skills over time.
Questions/Critique and Take Home Message
1. What are the implications of the one-sided Matthew effect
observed in the study for educational interventions and
policies?
2. How might the findings of this study inform literacy instruction
in schools, particularly for children with varying levels of
reading skill?
This study provides compelling evidence of a significant association
between fourth-grade word-reading skill and subsequent vocabulary
growth, indicating the crucial role of reading-related activities in
fostering vocabulary development during adolescence where strong
readers experience greater vocabulary gains relative to average and
weak readers. These findings underscore the importance of tailored
literacy interventions and policies to support vocabulary growth,
particularly for individuals with varying levels of reading skill.