Reciprocal effects of vocabulary breadth, vocabulary depth, and reading comprehension
A cross-lagged panel analysis in Chinese-speaking EFL learners
Bibliographic Data
| ID | 22236463 |
|---|---|
| Authors | Tuoxiong Wang (Ningxia Normal University, corresponding author), Haomin Zhang (0000-0002-9439-1625, City University of Macau, corresponding author) |
| Year | 2025 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2025-03-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-025-04694-2 |
| OpenAlex | W4408723409 |
| Language | EN |
| Citations received | 2 |
| References cited | 36 |
The importance of vocabulary knowledge in reading comprehension is well-recognized, and its relationship with comprehension has been widely explored in previous studies. However, there is limited research on the longitudinal relationships between them, particularly the reciprocal relations between vocabulary breadth, vocabulary depth, and reading comprehension. The present study aims to examine the contributions of vocabulary breadth and depth to reading comprehension over time as well as the reciprocal relationships between them among adolescent Chinese senior middle school students. Using structural equation modeling and a cross-lagged panel analysis, the study found that both vocabulary breadth and depth made significant contributions to reading comprehension. Vocabulary breadth was a more robust predictor of reading comprehension for 10th and 11th graders compared to vocabulary depth. However, the contribution of vocabulary depth to reading comprehension became increasingly significant as students advanced through higher grades. In addition, vocabulary breadth was reciprocally related to vocabulary depth and reading comprehension, whereas there were no reciprocal relations between vocabulary depth and reading comprehension. These findings suggested that the pattern of relationships may vary as a function of unsystematic progression in the acquisition of different aspects of vocabulary knowledge over time
Comprehension · Linguistics · Panel analysis · Panel data · Reading comprehension · Reciprocal · Statistics · Vocabulary · EFL/ESL Teaching and Learning · Mathematics · Philosophy · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Learning Vocabulary in Another Language
Insights into Second Language Reading
Researching Vocabulary
Assessing Vocabulary
Reading Comprehension and Second Language Development in a Comprehension-Based ESL Program
Native Spanish-Speaking Children Reading in English
Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension
Breadth and depth of vocabulary in relation to L1/L2 acquisition and frequency of input
Vocabulary Is Important for Some, but Not All Reading Skills
Beyond phonological skills
Prediction of the development of reading comprehension
Word Knowledge in a Theory of Reading Comprehension
Three Dimensions of Vocabulary Development
Reading Ability
Estimating root word vocabulary growth in normative and advantaged populations
The Effects of Vocabulary Breadth and Depth on English Reading
The Effects of Repetition on Vocabulary Knowledge
Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test
The development of a new measure of L2 vocabulary knowledge
A reassessment of frequency and vocabulary size in L2 vocabulary teaching
Comparative fit indexes in structural models
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
Tracking the Incremental Acquisition of Second Language Vocabulary
Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance
Alternative Ways of Assessing Model Fit
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |