scholarly journals VOCABULARY KNOWLEDGE LEARNING AND READING COMPREHENSION PERFORMANCE: WHICH ONE IS SUPERIOR - BREADTH OR DEPTH?

2016 ◽  
Vol 3 (2) ◽  
pp. 5
Author(s):  
SEYED M. MOHAMMADI ◽  
NASROLLAH BAYAT AFSHAR
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Vocabulary Knowledge ◽  
Knowledge Learning

La lectura ha sido y es una tarea demandada para los aprendices de segundas lenguas. Igualmente, el aprendizaje de vocabulario juega un papel vital en el aprendizaje de una lengua extranjera y numerosos investigadores han establecido la correlación entre conocimiento del vocabulario y la comprensión lectora. Sin embargo, la investigación sobre la amplitud y la profundidad en el conocimiento del vocabulario de aprendices de inglés como lengua extranjera (EFL – English as a Foreign Language) y sus interacciones mutuas es inadecuada. De manera similar, este artículo intenta revisar las relaciones entre el conocimiento del vocabulario de alumnado EFL y su comprensión lectora, así como analizar si la amplitud y la profundidad de dicho conocimiento de vocabulario están correlacionadas. Habiendo revisado numerosos estudios al respecto, encontramos que al tiempo que la profundidad y la amplitud en el conocimiento del vocabulario tienen papeles esenciales en la comprensión lectora de los aprendices EFL, la profundidad juega un papel más esencial, si cabe. También encontramos que la profundidad y la amplitud en el conocimiento del vocabulario están correlacionadas de manera positiva, es decir, aquel alumnado que mostraba un amplio conocimiento en el número de palabras, también mostraba un conocimiento más profundo de esas palabras.

Op weg Naar een Diagnostische Toets Leesvaardigheid Engels

2003 ◽  
Vol 69 ◽  
pp. 105-115
Author(s):  
Anke Hulsker
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Diagnostic Test ◽  
Vocabulary Knowledge ◽  
World Knowledge ◽  
Literature Study ◽  
Implicit Information ◽  
Foreign Language Reading ◽  
Specific Reading ◽  
General Test

Foreign-language reading occupies a major place in Dutch secondary education and the diagnosis of specific reading comprehension problems is important to help students improve their reading. Therefore, it is interesting to see if and how these problems can be identified by means of a diagnostic test. On the basis of a literature study, seven factors were hypothesised to contribute to FL reading comprehension problems: vocabulary knowledge, syntax knowledge, understanding explicit information, understanding implicit information, understanding relations and structure, world knowledge and monitoring skills. These factors were tested in an experimental diagnostic test that was administered to 449 students, together with a general test of FL reading comprehension. The results show that linguistic factors such as vocabulary knowledge and syntax knowledge are strongly related to FL reading comprehension, whereas non-linguistic factors such as world knowledge and monitoring skills are only weakly related. The study also shows that individual students' reading problems are due to different combinations of factors.

scholarly journals Pinyin Spelling Promotes Reading Abilities of Adolescents Learning Chinese as a Foreign Language: Evidence From Mediation Models

2020 ◽  
Vol 11 ◽  
Author(s):  
Huimin Xiao ◽  
Caihua Xu ◽  
Hetty Rusamy
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Listening Comprehension ◽  
Vocabulary Knowledge ◽  
Mediating Effect ◽  
Phonological Representations ◽  
Reading Abilities ◽  
Two Measures

Pinyin is a phonological encoding system used to spell modern Chinese Mandarin due to the phonological opacity of Chinese characters. The present study examined the role of Pinyin spelling in the reading abilities of adolescents learning Chinese as a foreign language (CFL). A total of 158 Indonesian senior primary students were tested on Pinyin spelling, character production, listening comprehension, depth of vocabulary knowledge, and reading comprehension. Pinyin spelling skills were assessed by two measures, Pinyin Dictation (sentence dictation in Pinyin) and Pinyin Tagging (Pinyin writing for characters). Path analysis revealed that even after controlling for the effect of character production, Pinyin dictation performance influenced reading comprehension through the mediating effect of listening comprehension and the depth of vocabulary knowledge, and Pinyin tagging performance also influenced reading comprehension through the mediating effect of the depth of vocabulary knowledge. The results highlight the importance of Pinyin skills for Chinese reading abilities of CFL learners. As a reliable and explicit indicator of specifying Chinese phonological representations and processing, Pinyin spelling has a long-term and multifaceted influence on higher-level CFL abilities.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Reading Comprehension for ESL Students. Processes of Perceiving Texts

2020 ◽  
Vol 26 (2) ◽  
pp. 278-282
Author(s):  
Maria-Miruna Ciocoi-Pop
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Cognitive Process ◽  
Reading Proficiency ◽  
Second Language Reading ◽  
Linguistic Knowledge ◽  
Esl Students ◽  
Unknown Words ◽  
Second Language Reading Comprehension ◽  
Esl Learners

AbstractIn an ever-increasing competitive academic setting, university students are striving for proficiency in their skills of foreign languages. This paper aims to highlight the significance of reading comprehension for students of English as a second language. Reading comprehension is a cognitive process, in other words, reading a text means processing and decoding it. Reading proficiency is linked to numerous aspects, such as age, cognitive processes, abilities, knowledge of the foreign language, etc. It goes without saying that the experience of reading a text, be it literary or non-literary, is more enjoyable without the need to constantly look up unknown words. This brief study also tries to show whether there is a direct connection between finding contentment in reading and comprehending the texts itself. Since reading is a key-skill verified in all major language exams, it is crucial for the ESL class, and not only, to include reading comprehension processes. Like any other skill, reading comprehension can be trained, as long as it is perceived as a procedure which requires the student’s commitment. Reading comprehension is a mechanism of phrase and concept identification, as well as of decoding meanings. Thus, this paper tries to emphasize the implications of reading comprehension and of teaching reading comprehension methods in the overall linguistic knowledge of ESL learners.

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