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. 2015 Jan-Feb;86(1):159-75.
doi: 10.1111/cdev.12292. Epub 2014 Sep 9.

Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study

Jamie M Quinn  1 , Richard K Wagner, Yaacov Petscher, Danielle Lopez
Affiliations

Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling study

Jamie M Quinn et al. Child Dev. 2015 Jan-Feb.

Abstract

The present study followed a sample of first-grade (N = 316, Mage = 7.05 at first test) through fourth-grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.

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Figures

Figure 1
Figure 1
Observed trajectories for the Stanford-Binet (SB) vocabulary, Wechsler Abbreviated Scales of Intelligence (WASI) vocabulary, Woodcock-Johnson Passage Comprehension (WJPC), and Woodcock Reading Mastery Test (WRMT). All values were converted to z scores based on means and standard deviations from Time 1.
Figure 2
Figure 2
Dual change score model for vocabulary knowledge. Diagram with path coefficients for the dual change score model of V. Paths with no coefficient are fixed to 1.
Figure 3
Figure 3
Dual change score model for reading comprehension. Diagram with path coefficients for the dual change score model of RC. Paths with no coefficient are fixed to 1.
Figure 4
Figure 4
Bivariate latent change score model path diagram. Diagram with path coefficients for the bivariate latent change score model with vocabulary to changes in reading comprehension coupling only. Paths with no coefficient are fixed to 1.
Figure 5
Figure 5
Estimated trajectories for the Stanford-Binet (SB) vocabulary, Wechsler Abbreviated Scales of Intelligence (WASI) vocabulary, Woodcock-Johnson Passage Comprehension (WJPC), and Woodcock Reading Mastery Test (WRMT). All values are in the z-score scale.
See this image and copyright information in PMC

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