Title page for ETD etd-02032005-164925

Type of Document

Thesis

Author

Tannenbaum, Kendra R.

Author's Email Address

tannenbaum@psy.fsu.edu

URN

etd-02032005-164925

Title

Relationships between Measures of Word Knowledge and Reading Comprehension in Third-Grade Children

Degree

Master of Science

Department

Psychology, Department of

Advisory Committee

Advisor Name	Title
Joseph K. Torgesen	Committee Chair
Chris Schatschneider	Committee Member
Christopher J. Lonigan	Committee Member
Richard K. Wagner	Committee Member

Keywords

Structural Equation Modeling
Hierarchical Regression Analysis
Confirmatory Factor Analysis
Reading Comprehension
Vocabulary
Breadth
Depth
Fluency

Date of Defense

2004-12-06

Availability

unrestricted

Abstract

Two hundred and three third-grade students took part in a study that examined the relationships between three dimensions of word knowledge and reading comprehension. Each participant was administered six measures of word knowledge. The Peabody Picture Vocabulary Test- Third Edition (PPVT-III) and the Vocabulary subtest of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) were used to measure breadth of word knowledge. The Multiple Meanings subtest and Attributes subtest of the Language Processing Test-Revised (LPT-R) were used to measure depth of word knowledge. The Word Use Fluency (WUF) subtest of The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a semantic category fluency task were used to measure fluency of word knowledge.

Confirmatory factor analyses, structural equation modeling, and hierarchical regression analyses were used to compare performance on the three dimensions of word knowledge and performance on two tests of reading comprehension. Results show that a two-factor model of breadth and depth/fluency provides the best fit to the data. Breadth had a stronger relationship to reading comprehension than did depth/fluency; however, the two dimensions of word knowledge share important information that contributes to the prediction of reading comprehension.

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