Original Article
The relationship between expressive vocabulary knowledge and reading skills for adult struggling readers
Abstract
This study examined expressive vocabulary and its relationship to reading skills for 232 native English‐speaking adults who read between the third‐ and fifth‐grade levels. The Boston Naming Test (BNT) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading.
Citing Literature
Number of times cited: 11
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- Adrienne E. Barnes, Young-Suk Kim, Elizabeth L. Tighe and Christian Vorstius, Readers in Adult Basic Education, Journal of Learning Disabilities, 50, 2, (180), (2017).
- Patricia Kitsao-Wekulo, Penny A. Holding, Jane D. Kvalsvig, Katherine J. Alcock and H. Gerry Taylor, Measurement of expressive vocabulary in school-age children: Development and application of the Kilifi Naming Test (KNT), Applied Neuropsychology: Child, (1), (2017).
- Elizabeth L. Tighe and Christopher Schatschneider, Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students, Frontiers in Psychology, 7, (2016).
- Elizabeth L. Tighe and Christopher Schatschneider, A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students, Journal of Learning Disabilities, 49, 4, (424), (2016).
- Adrienne E. Barnes and Young-Suk Kim, Low-skilled adult readers look like typically developing child readers: a comparison of reading skills and eye movement behavior, Reading and Writing, 29, 9, (1889), (2016).
- Elizabeth L. Tighe and Christopher Schatschneider, Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers, Journal of Learning Disabilities, 49, 4, (395), (2016).
- Elizabeth L. Tighe and Christopher Schatschneider, Exploring the Dimensionality of Morphological Awareness and Its Relations to Vocabulary Knowledge in Adult Basic Education Students, Reading Research Quarterly, 50, 3, (293-311), (2015).
- Katherine S. Binder, Brooke Magnus, Cheryl Lee and Nicole Gilbert Cote, To tell a morphologically complex tale: investigating the story-telling abilities of children and adults with low literacy skills, Reading and Writing, 28, 7, (1029), (2015).
- Daphne Greenberg and Iris Z. Feinberg, Adult literacy: a perspective from the United StatesAlphabetisierung und Grundbildung Erwachsener: Eine Perspektive aus den USA, Zeitschrift für Erziehungswissenschaft, 10.1007/s11618-018-0853-8, (2018).
