Does Set for Variability Mediate the Influence of Vocabulary Knowledge on the Development of Word Recognition Skills?

This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through set for variability, the ability to determine the correct pronunciation of approximations to spoken English words. One hundred forty children participating in a 3-year longitudinal study were...

Full description

Saved in:
Bibliographic Details
Published in:Scientific studies of reading 2012-03, Vol.16 (2), p.122-140
Main Authors: Tunmer, William E., Chapman, James W.
Format: Article
Language:English
Subjects:
English
Foreign Countries
Hypothesis Testing
Knowledge
Longitudinal Studies
New Zealand
Phonemes
Phonemic Awareness
Primary Education
Pronunciation
Reading Comprehension
Recognition
Regression (Statistics)
Regression analysis
Skills
Urban Schools
Vocabulary Development
Word Recognition
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study investigated the hypothesis that vocabulary influences word recognition skills indirectly through set for variability, the ability to determine the correct pronunciation of approximations to spoken English words. One hundred forty children participating in a 3-year longitudinal study were administered reading and reading-related measures at four time points. Hierarchical regression and path analyses indicated that vocabulary and phonemic awareness made independent contributions to variance in set for variability; that vocabulary directly influenced future reading comprehension and indirectly influenced future decoding and word recognition through set for variability; and that set for variability influenced future reading comprehension indirectly through both decoding and word recognition, controlling for autoregressive effects.
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2010.542527