Reading and Oral Vocabulary Development in Early Adolescence. / Ricketts, Jessie; Lervåg , Arne; Dawson, Nicola; Taylor, Lucy; Hulme, Charles.

In: Scientific Studies of Reading, Vol. 24, No. 5, 2020, p. 380-396.

Research output: Contribution to journalArticlepeer-review

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Reading and Oral Vocabulary Development in Early Adolescence. / Ricketts, Jessie; Lervåg , Arne; Dawson, Nicola; Taylor, Lucy; Hulme, Charles.

In: Scientific Studies of Reading, Vol. 24, No. 5, 2020, p. 380-396.

Research output: Contribution to journalArticlepeer-review

Harvard

Ricketts, J, Lervåg , A, Dawson, N, Taylor, L & Hulme, C 2020, 'Reading and Oral Vocabulary Development in Early Adolescence', Scientific Studies of Reading, vol. 24, no. 5, pp. 380-396. https://doi.org/10.1080/10888438.2019.1689244

APA

Vancouver

Author

Ricketts, Jessie ; Lervåg , Arne ; Dawson, Nicola ; Taylor, Lucy ; Hulme, Charles. / Reading and Oral Vocabulary Development in Early Adolescence. In: Scientific Studies of Reading. 2020 ; Vol. 24, No. 5. pp. 380-396.

BibTeX

@article{b4f6c32d3602458a9a50b5319448e288,
title = "Reading and Oral Vocabulary Development in Early Adolescence",
abstract = "International assessments show that 20% of adolescents cannot read simple texts with understanding. Despite this, research has focused on early reading in childhood and skilled reading in adulthood, neglecting reading development during adolescence. We report a longitudinal study assessing reading and vocabulary development at 12, 13 and 14 years in a sample of 210 adolescents who were unselected for ability. Word reading accuracy, word reading fluency, reading comprehension, receptive vocabulary and expressive vocabulary were assessed using standardised assessments. Latent variable models showed consistent rank order amongst individuals (high stability), significant progress over time, and evidence that achievement gaps between the least and most able adolescents were narrowing. Oral vocabulary knowledge and reading comprehension were best conceptualised as indices of a common language construct. Low levels of reading proficiency were also observed in a substantial proportion of this sample, underlining the importance of providing ongoing reading and language support during adolescence. ",
author = "Jessie Ricketts and Arne Lerv{\aa}g and Nicola Dawson and Lucy Taylor and Charles Hulme",
year = "2020",
doi = "10.1080/10888438.2019.1689244",
language = "English",
volume = "24",
pages = "380--396",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - Reading and Oral Vocabulary Development in Early Adolescence

AU - Ricketts, Jessie

AU - Lervåg , Arne

AU - Dawson, Nicola

AU - Taylor, Lucy

AU - Hulme, Charles

PY - 2020

Y1 - 2020

N2 - International assessments show that 20% of adolescents cannot read simple texts with understanding. Despite this, research has focused on early reading in childhood and skilled reading in adulthood, neglecting reading development during adolescence. We report a longitudinal study assessing reading and vocabulary development at 12, 13 and 14 years in a sample of 210 adolescents who were unselected for ability. Word reading accuracy, word reading fluency, reading comprehension, receptive vocabulary and expressive vocabulary were assessed using standardised assessments. Latent variable models showed consistent rank order amongst individuals (high stability), significant progress over time, and evidence that achievement gaps between the least and most able adolescents were narrowing. Oral vocabulary knowledge and reading comprehension were best conceptualised as indices of a common language construct. Low levels of reading proficiency were also observed in a substantial proportion of this sample, underlining the importance of providing ongoing reading and language support during adolescence.

AB - International assessments show that 20% of adolescents cannot read simple texts with understanding. Despite this, research has focused on early reading in childhood and skilled reading in adulthood, neglecting reading development during adolescence. We report a longitudinal study assessing reading and vocabulary development at 12, 13 and 14 years in a sample of 210 adolescents who were unselected for ability. Word reading accuracy, word reading fluency, reading comprehension, receptive vocabulary and expressive vocabulary were assessed using standardised assessments. Latent variable models showed consistent rank order amongst individuals (high stability), significant progress over time, and evidence that achievement gaps between the least and most able adolescents were narrowing. Oral vocabulary knowledge and reading comprehension were best conceptualised as indices of a common language construct. Low levels of reading proficiency were also observed in a substantial proportion of this sample, underlining the importance of providing ongoing reading and language support during adolescence.

U2 - 10.1080/10888438.2019.1689244

DO - 10.1080/10888438.2019.1689244

M3 - Article

VL - 24

SP - 380

EP - 396

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

IS - 5

ER -