The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension

被引：21

作者：

Carlson, Elaine ^{[1
]}

Jenkins, Frank ^{[1
]}

Li, Tiandong ^{[1
]}

Brownell, Mary ^{[1
]}

机构：

[1] Univ Florida, Gainesville, FL 32611 USA

来源：

JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 106卷 / 02期

关键词：

decoding; reading; vocabulary; EARLY LITERACY; ORAL LANGUAGE; SCHOOL ENTRY; BACKWARDNESS; RETARDATION; DISABILITY; INDEX;

D O I：

10.1080/00220671.2012.687791

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex, severity of disability, race/ethnicity, household income, and mother's education were used as covariates. The model supported the notion of 2 unique paths to reading comprehension, one through decoding and a second through vocabulary.

引用

页码：120 / 131

页数：12

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[2]

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