The role of vocabulary in developmental reading disabilities

Shand, Michael

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https://hdl.handle.net/2142/31289 Copy

Description

Title

The role of vocabulary in developmental reading disabilities

Author(s)

Shand, Michael

Issue Date

1993-05

Keyword(s)

• reading dysfunction
• limited vocabulary
• vocabulary
• reading development

Abstract

This report contends that limited vocabulary knowledge is the principal cause of reading dysfunction for a large percentage of students whose progress in learning to read appears normal during the first two or three years of reading instruction, but who begin to fall behind starting somewhere between Grades 3 and 7. The report addresses the reasons this causal relationship has not achieved more prominence in the literature, including (a) disparate findings regarding the effects of vocabulary instruction on both vocabulary knowledge and on reading comprehension, (b) the reciprocal relationship between vocabulary and reading, and (c) the absence of clear, broad-based data demonstrating a high correlation between the vocabulary size of young readers and their subsequent reading development. Suggestions for remedying the problem are also presented.

Publisher

Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.

Series/Report Name or Number

Center for the Study of Reading Technical Report ; no. 576

Type of Resource

text

Language

eng

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http://hdl.handle.net/2142/31289

Copyright and License Information

Copyright 1993 Board of Trustees University of Illinois

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