学业词汇与阅读理解:探讨词汇知识测量之间的关系

Lawrence, J. F., Hagen, Å.M., Hwang, J.K., Lin, G., & Lervåg, A. (2019). Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and Writing. https://rdcu.be/OzX9


https://link.springer.com/article/10.1007/s11145-018-9865-2

摘要:本研究以5855名中学生为研究对象，研究了学业词汇知识与阅读理解之间的关系。每位学生都完成了一项学业词汇评估、一个标准化阅读理解测试，以及四种新颖词汇深度测量中的一种。多词短语测试了学生完成公式化短语的能力。主题关联项目要求学生识别一个与其他三个主题相关的目标单词。上位词任务要求学生识别每个目标词的上位词。定义任务要求学生选择目标词的定义。我们使用带有潜在变量的残差因子方法(Bentler & Satorra, 2000)对学生在阅读理解任务中的表现与每种评估之间的关系进行了建模。尽管每种词汇深度测量都测试了完全相同的词集，但我们发现这些测量对阅读理解有不同的影响，定义任务解释了在阅读理解中超出总体学业词汇范围的最大差异。多词表达和主题关联的知识——但不包括上位词——也解释了在控制学业词汇知识的情况下，阅读理解的独特差异。

基金资助: This work was supported by Grant No. R305A090555, Word Generation: An Efficacy Trial from the Institute of Education Sciences, US Department of Education (Catherine Snow,PI) and Grant No. R305A080647, Measuring the Development of Vocabulary and Word Learning toSupport Content Area Reading and Learning (Paul Deane, PI).

相关链接: Creating Vocabulary Item Types That Measure Students’ Depth of Semantic Knowledge https://onlinelibrary.wiley.com/doi/full/10.1002/ets2.12001

INVITED PRESENTATIONS

Lawrence, J.F. (2015, September). Technology in English. U.S. Department of State, Bureau of Educational and Cultural Affairs. The White House, Washington D.C.

Warschauer, M., & Lawrence, J. F. (2014, April). The Learning Analytics of Cloud Based Writing. Google Campus, New York, New York

Lawrence, J.F. (2012, September). Does talk exposure in preschool predict second-language vocabulary at age 10? A longitudinal study of Turkish immigrant children growing up in Norway. 学前教育中的语言接触是否会预测儿童10岁时的第二语言词汇？(Presented in Mandarin). East China Normal University, Shanghai, China.

Software Development

Lawrence, J., & Krueger, N. (2016). Bifrost: Bridging linguistic, cognitive and computer science resources (Version Reduced: Polysemy and Depth only). Retrieved from https://github.com/Malthanatos/Bifrost/tree/Reduced--Polysemy-and-Depth-only

EDITED VOLUME

Ippolito, J., Lawrence, J. F., & Zaller, C. (2013). Adolescent Literacy in the Era of the Common Core. Cambridge, MA: Harvard Education Press.

Other publications

Ippolito, J., Dobbs, C., Charner-Laird, M., & Lawrence, J. F. (2016). Delicate layers of learning: Achieving disciplinary literacy requires continuous, collaborative adjustments. Learning Forward.

Lawrence, J. F., White, C., & Snow, C. E. (2010). The words students need. Educational Leadership, 68(2), 23–26.

Lawrence, J. F. (2005). Perennial Themes in Education. Journal of Education, 186(1), 87–95.