Cargando…

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural...

Descripción completa

Detalles Bibliográficos
Autores principales:	Tighe, Elizabeth L., Schatschneider, Christopher
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2016
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4740397/ https://www.ncbi.nlm.nih.gov/pubmed/26869981 http://dx.doi.org/10.3389/fpsyg.2016.00086

Ejemplares similares

Contribution of Vocabulary Knowledge to Reading Comprehension Among Chinese Students: A Meta-Analysis
por: Dong, Yang, et al.
Publicado: (2020)

Examining the dimensionality of morphological knowledge and morphological awareness and their effects on second language vocabulary knowledge
por: Wang, Tuoxiong, et al.
Publicado: (2023)

Reading motivation, self-regulated reading strategies and English vocabulary knowledge: Which most predicted students’ English reading comprehension?
por: Li, Hong, et al.
Publicado: (2022)

Vocabulary: Common or Basic?
por: Kornai, András
Publicado: (2021)

The effect of productive vocabulary knowledge on second language comprehension
por: Allal-Sumoto, Takara Kenza, et al.
Publicado: (2023)

The Role of Morphological Awareness in Listening Comprehension of Chinese Blind Children: The Mediation of Vocabulary Knowledge
por: Xie, Ruibo, et al.
Publicado: (2021)

The Evidence of Different Learning Environment Learning Effects on Vocabulary Size and Reading Comprehension
por: Dong, Yang, et al.
Publicado: (2018)

The Relationship Between Morphological Awareness and Reading Comprehension Among Chinese Children
por: Xie, Ruibo, et al.
Publicado: (2019)

Developing morphological knowledge with online corpora in an ESL vocabulary classroom
por: Zhang, Rui
Publicado: (2022)

Multimedia Gloss Presentation: Learners' Preference and the Effects on EFL Vocabulary Learning and Reading Comprehension
por: Wang, Shufang, et al.
Publicado: (2021)

The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek
por: Manolitsis, George, et al.
Publicado: (2017)

Morphological Awareness in L2 Chinese Reading Comprehension: Testing of Mediating Routes
por: Zhang, Haomin, et al.
Publicado: (2021)

Corrigendum: Developing morphological knowledge with online corpora in an ESL vocabulary classroom
por: Zhang, Rui
Publicado: (2022)

Relative Roles of Grammar Knowledge and Vocabulary in the Reading Comprehension of EFL Elementary-School Learners: Direct, Mediating, and Form/Meaning-Distinct Effects
por: Hu, Tsui-Chun, et al.
Publicado: (2022)

Cross-Lagged Relationships between Morphological Awareness and Reading Comprehension among Chinese Children
por: Cheng, Yahua, et al.
Publicado: (2016)

Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context
por: Soleimani, Habib, et al.
Publicado: (2022)

The reciprocal relationship between compounding awareness and vocabulary knowledge in Chinese: a latent growth model study
por: Cheng, Yahua, et al.
Publicado: (2015)

Mental health education on college students’ english vocabulary memorization from the perspective of STEAM education
por: Wang, Yu
Publicado: (2022)

Exploring Tactile Perceptual Dimensions Using Materials Associated with Sensory Vocabulary
por: Sakamoto, Maki, et al.
Publicado: (2017)

Reading Independently and Reading With a Narrator: Eye Movement Patterns of Children With Different Receptive Vocabularies
por: Su, Zhuqing, et al.
Publicado: (2018)

Vocabulary, Metalinguistic Awareness and Language Dominance Among Bilingual Preschool Children
por: Altman, Carmit, et al.
Publicado: (2018)

Shared Reading and Science Vocabulary for Kindergarten Students
por: Gibbs, Anna S., et al.
Publicado: (2021)

Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic
por: Schiff, Rachel, et al.
Publicado: (2018)

The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners
por: Chen, Tianxu, et al.
Publicado: (2021)

Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds
por: Mainz, Nina, et al.
Publicado: (2017)

Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners
por: Zhu, Sida, et al.
Publicado: (2022)

Building basic vocabulary
por: Marzano, Robert J
Publicado: (2017)

The relationships between students’ comprehension of conversational implicatures and their achievement in reading comprehension
por: Çiftlikli, Safiye, et al.
Publicado: (2022)

The Effects of Syntactic Awareness to L2 Chinese Passage-Level Reading Comprehension
por: Zhou, Jing
Publicado: (2022)

Reading and vocabulary workbook for the TOEFL exam
por: Davy, Elizabeth
Publicado: (2001)

Strategy Use in Second Language Vocabulary Learning and Its Relationships With the Breadth and Depth of Vocabulary Knowledge: A Structural Equation Modeling Study
por: Fan, Na
Publicado: (2020)

The Effect of Vocabulary Depth and Breadth on English Listening Comprehension Can Depend on How Comprehension Is Measured
por: Luo, Yuzhi, et al.
Publicado: (2021)

The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations
por: Hirshorn, Elizabeth A., et al.
Publicado: (2015)

Socioeconomic Status, Culture, and Reading Comprehension in Immigrant Students
por: Ibáñez-Alfonso, Joaquín A., et al.
Publicado: (2021)

Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek
por: Diamanti, Vassiliki, et al.
Publicado: (2017)

Lexical Orthographic Knowledge Mediates the Relationship Between Character Reading and Reading Comprehension Among Learners With Chinese as a Second Language
por: Liao, Xian, et al.
Publicado: (2022)

Guessing vocabulary as a strategy to improve students' reading skill : /
por: Zarate Mejía, Esteban Juan Bautista
Publicado: (2013)

Inhibition, Updating Working Memory, and Shifting Predict Reading Disability Symptoms in a Hybrid Model: Project KIDS
por: Daucourt, Mia C., et al.
Publicado: (2018)

Development of reading fluency and metacognitive knowledge of reading strategies during reciprocal teaching: do these changes actually contribute to reading comprehension?
por: Juhkam, Maris, et al.
Publicado: (2023)

The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia
por: Kalindi, Sylvia Chanda, et al.
Publicado: (2018)

Cannot write session to /tmp/vufind_sessions/sess_hsjoef6r0rok3c9kcg5hjnq50m