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  • 12MInfVocab_Final_May2017

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From words to text: Inference making mediates the role of vocabulary in children's reading comprehension

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From words to text: Inference making mediates the role of vocabulary in children's reading comprehension. / Daugaard, Hanne; Cain, Kate; Elbro, Carsten.
In: Reading and Writing, Vol. 30, No. 8, 10.2017, p. 1773-1788.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Daugaard H, Cain K, Elbro C. From words to text: Inference making mediates the role of vocabulary in children's reading comprehension. Reading and Writing. 2017 Oct;30(8):1773-1788. Epub 2017 Jun 3. doi: 10.1007/s11145-017-9752-2

Author

Daugaard, Hanne ; Cain, Kate ; Elbro, Carsten. / From words to text : Inference making mediates the role of vocabulary in children's reading comprehension. In: Reading and Writing. 2017 ; Vol. 30, No. 8. pp. 1773-1788.

Bibtex

@article{a86745a49c0f40169d5b4650a709af19,
title = "From words to text: Inference making mediates the role of vocabulary in children's reading comprehension",
abstract = "We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children{\textquoteright}s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of inference making) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley & Azevedo, 2007; Segers & Verhoeven, 2016; Ahmed et al., 2016). ",
keywords = "Reading comprehension, Inference making, Vocabulary , Working memory ",
author = "Hanne Daugaard and Kate Cain and Carsten Elbro",
note = "The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-017-9752-2",
year = "2017",
month = oct,
doi = "10.1007/s11145-017-9752-2",
language = "English",
volume = "30",
pages = "1773--1788",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "8",

}

RIS

TY - JOUR

T1 - From words to text

T2 - Inference making mediates the role of vocabulary in children's reading comprehension

AU - Daugaard, Hanne

AU - Cain, Kate

AU - Elbro, Carsten

N1 - The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-017-9752-2

PY - 2017/10

Y1 - 2017/10

N2 - We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children’s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of inference making) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley & Azevedo, 2007; Segers & Verhoeven, 2016; Ahmed et al., 2016).

AB - We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children’s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of inference making) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley & Azevedo, 2007; Segers & Verhoeven, 2016; Ahmed et al., 2016).

KW - Reading comprehension

KW - Inference making

KW - Vocabulary

KW - Working memory

U2 - 10.1007/s11145-017-9752-2

DO - 10.1007/s11145-017-9752-2

M3 - Journal article

VL - 30

SP - 1773

EP - 1788

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 8

ER -