Daniel P. Feller, Amani Talwar, Daphne Greenberg, Ryan D. Kopatich, Joseph P. Magliano
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This study used the Reading Systems Framework to explore the extent that moderational and mediational relations existed between word reading and semantic processing abilities in predicting reading comprehension.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>Participants (<i>N</i> = 169) completed the Reading Inventory and Scholastic Evaluation, which consists of a series of subtests intended to measure decoding/word recognition, vocabulary, sentence processing and reading comprehension.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>A moderated mediation model was constructed to assess the extent to which moderational and mediational relations between word reading and semantic processing were predictive of comprehension. Results suggested that word reading moderated the effect of vocabulary knowledge on comprehension among struggling adult readers. Additionally, semantic processing at the word (i.e., vocabulary) and sentence level both significantly mediated the relation between word reading and comprehension.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Word reading moderated the relation between vocabulary and comprehension for struggling adult readers. Readers with greater word reading ability benefited most from having a higher degree of vocabulary knowledge. Vocabulary and sentence processing mediated the relation between word reading and comprehension. Thus, word reading appears to serve as an important gateway for struggling readers, and, as such, interventions targeting component skills of reading may have a limited impact on reading literacy tasks until word reading skills are developed.</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"46 3","pages":"312-331"},"PeriodicalIF":2.0000,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers\",\"authors\":\"Daniel P. Feller, Amani Talwar, Daphne Greenberg, Ryan D. Kopatich, Joseph P. Magliano\",\"doi\":\"10.1111/1467-9817.12426\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This study used the Reading Systems Framework to explore the extent that moderational and mediational relations existed between word reading and semantic processing abilities in predicting reading comprehension.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Methods</h3>\\n \\n <p>Participants (<i>N</i> = 169) completed the Reading Inventory and Scholastic Evaluation, which consists of a series of subtests intended to measure decoding/word recognition, vocabulary, sentence processing and reading comprehension.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>A moderated mediation model was constructed to assess the extent to which moderational and mediational relations between word reading and semantic processing were predictive of comprehension. Results suggested that word reading moderated the effect of vocabulary knowledge on comprehension among struggling adult readers. Additionally, semantic processing at the word (i.e., vocabulary) and sentence level both significantly mediated the relation between word reading and comprehension.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusions</h3>\\n \\n <p>Word reading moderated the relation between vocabulary and comprehension for struggling adult readers. Readers with greater word reading ability benefited most from having a higher degree of vocabulary knowledge. Vocabulary and sentence processing mediated the relation between word reading and comprehension. 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Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers
Background
A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This study used the Reading Systems Framework to explore the extent that moderational and mediational relations existed between word reading and semantic processing abilities in predicting reading comprehension.
Methods
Participants (N = 169) completed the Reading Inventory and Scholastic Evaluation, which consists of a series of subtests intended to measure decoding/word recognition, vocabulary, sentence processing and reading comprehension.
Results
A moderated mediation model was constructed to assess the extent to which moderational and mediational relations between word reading and semantic processing were predictive of comprehension. Results suggested that word reading moderated the effect of vocabulary knowledge on comprehension among struggling adult readers. Additionally, semantic processing at the word (i.e., vocabulary) and sentence level both significantly mediated the relation between word reading and comprehension.
Conclusions
Word reading moderated the relation between vocabulary and comprehension for struggling adult readers. Readers with greater word reading ability benefited most from having a higher degree of vocabulary knowledge. Vocabulary and sentence processing mediated the relation between word reading and comprehension. Thus, word reading appears to serve as an important gateway for struggling readers, and, as such, interventions targeting component skills of reading may have a limited impact on reading literacy tasks until word reading skills are developed.
期刊介绍：
Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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