Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers
Bibliographic Data
| ID | 21444751 |
|---|---|
| Authors | Dina Feller (0000-0002-1760-3276, Department of Learning Sciences Georgia State University Atlanta GA USA, corresponding author), Amani Talwar (0000-0003-0338-5906, Department of Learning Sciences Georgia State University Atlanta GA USA), Daphne Greenberg (0000-0001-8565-5433, Department of Learning Sciences Georgia State University Atlanta GA USA), Ryan D Kopatich (0000-0002-4133-4280, Department of Psychology Augustana College Rock Island IL USA), Joseph P Magliano (0000-0001-6545-6525, Department of Learning Sciences Georgia State University Atlanta GA USA) |
| Year | 2023 |
| Volume | 46 |
| Issue | 3 |
| Pages | 312-331 |
| Publication date | 2023-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Reading (JOURNAL) |
| Journal identifiers | ISSN: 0141-0423 • E-ISSN: 1467-9817 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1467-9817.12426 |
| OpenAlex | W4378596667 |
| Language | EN |
| Citations received | 2 |
| References cited | 83 |
Background A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This study used the Reading Systems Framework to explore the extent that moderational and mediational relations existed between word reading and semantic processing abilities in predicting reading comprehension. Methods Participants ( N = 169) completed the Reading Inventory and Scholastic Evaluation, which consists of a series of subtests intended to measure decoding/word recognition, vocabulary, sentence processing and reading comprehension. Results A moderated mediation model was constructed to assess the extent to which moderational and mediational relations between word reading and semantic processing were predictive of comprehension. Results suggested that word reading moderated the effect of vocabulary knowledge on comprehension among struggling adult readers. Additionally, semantic processing at the word (i.e., vocabulary) and sentence level both significantly mediated the relation between word reading and comprehension. Conclusions Word reading moderated the relation between vocabulary and comprehension for struggling adult readers. Readers with greater word reading ability benefited most from having a higher degree of vocabulary knowledge. Vocabulary and sentence processing mediated the relation between word reading and comprehension. Thus, word reading appears to serve as an important gateway for struggling readers, and, as such, interventions targeting component skills of reading may have a limited impact on reading literacy tasks until word reading skills are developed
Cognitive psychology · Comprehension · Linguistics · Natural language processing · Reading (process) · Reading comprehension · Sentence · Vocabulary · Word recognition · Computer Science · Neurobiology of Language and Bilingualism · Psychology · Reading and Literacy Development · Text Readability and Simplification
Parallel Distributed Processing
A General Model for Testing Mediation and Moderation Effects
Decoding and Reading Comprehension
Prediction of Reading Comprehension
The Simple View of Reading
Learning to Read Words
The lexical quality hypothesis
Reading Comprehension Tests Vary in the Skills They Assess
Chapter 9 Toward a Comprehensive Model of Comprehension
The Acquisition of Reading Comprehension Skill
Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary Learning
Testing and refining the direct and inferential mediation model of reading comprehension.
Components of Reading Ability
A capacity theory of comprehension
Word Knowledge in a Theory of Reading Comprehension
Reading Ability
Methods for integrating moderation and mediation
The role of knowledge in discourse comprehension
Decoding, Reading, and Reading Disability
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers
Unpacking the Simple View of Reading for Struggling Adult Readers
Measuring adult literacy students’ reading skills using the Gray Oral Reading Test
An Index and Test of Linear Moderated Mediation
Book reading and vocabulary development
Incremental Comprehension Examined in Event-related Potentials
A comparison of the factors affecting reading performance of functionally illiterate adults and children matched by reading level
The Decline of Comprehension‐Based Silent Reading Efficiency in the United States
The Science of Reading Progresses
The moderator–mediator variable distinction in social psychological research
When moderation is mediated and mediation is moderated
Situation models in language comprehension and memory
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |