Other Information:
I am a Professor at the University of Oslo. Faculty Profile
I am the founder of Reading Ways, a full-service consultancy that provides the tools and expertise schools need to bring MTSS to scale. Reading Ways brings strong research-based and effective professional learning to every content area classroom. Learn more at www.readingways.org.
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
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
