Investigating the Relationship Between Vocabulary Knowledge and Academic Reading Performance: An Assessment Perspective

By David D. Qian. 2002

900 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/034d4bedcc2bb1e6472aecefdc4b797626382a05

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Citations in the corpus

The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, background): “Qian (2002) investigated the relationship between reading and vocabulary knowledge among 217 students of English as a second language (ESL) with a broad range of first language backgrounds including Korean, Japanese, Spanish, Chinese, Tajik, Arabic, Portuguese, Russian, Italian, and 10 other…”
Chinese senior high school EFL students’ metacognitive awareness and reading-strategy use (2009, background): “It is obvious that awareness of vocabulary in EFL reading is not assessed in this study despite research findings that scores on vocabulary size and depth of vocabulary knowledge are highly and positively correlated to reading comprehension and that scores on depth of vocabulary knowledge can make a”
A Study on Vocabulary-Learning Problems Encountered by BA English Majors at the University Level of Education (2019, background): “Qian (2002) also comments that, for students, the vocabulary knowledge includes an in-depth understanding of the meanings, syntax, sound structure, and pronunciation.”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “…Koosha 2011; Laufer and Levitzky-Aviad 2015; Meara and Jones 1990; Meara and Milton 2003; Milton 2009, 2010, 2013; Milton, Wade and Hopkins 2010; Qian 1999, 2002; Schoonen et al. 2003; Stæhr 2008, © 2016 Association for Language Learning CONTACT Takumi Uchihara takumi1356@gmail.com Supplemental…”
Vocabulary size and the skills of listening, reading and writing (2008, neutral): “Vol. 36, No. 2, December 2008, 139–152 ISSN 0957-1736 print/ISSN 1753-2167 online 2008 Association for Language Learning DOI: 10.1080/09571730802389975 http://www.informaworld.com Qian 1999, 2002; Henriksen, Albrechtsen and Haastrup 2004; Milton, Wade and Hopkins forthcoming).”
The Principles and the Teaching of English Vocabulary: A Review (2019, background): “To discuss them, we need to consider Qian’s (2006), Ṣen’s and Kulelim’s (2015), and Schmitt’s (2014) works. Qian (2006) reported that the vocabulary size or the breadth, the depth and reading comprehension are highly, and strongly, correlated. Supported by Ṣen and Kulelim (2015), it wasargued that t”
Vocabulary learning through reading: Does an ELT course book provide good opportunities? (2010, background): “Vocabulary learning can be viewed in two dimensions, breadth and depth (Qian, 2002; Read, 1988; Wesche & Paribakht, 1996).”
Predicting L2 reading proficiency with modalities of vocabulary knowledge: A bootstrapping approach (2020, background): “Qian (2002) later confirmed a similar finding with a reported Pearson correlation of .74 between a VLT and the TOEFL Reading section.”
The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “Vocabulary knowledge and reading performance typically correlate strongly: .50– .75 (Laufer, 1992); .78–.82 (Qian, 1999); .73–.77 (Qian, 2002).”
The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “Among various descriptive frameworks of VK, one of the most well-known frameworks is Anderson and Freebody’s (1981) concept of vocabulary breadth and vocabulary depth (Qian, 1999, 2002; Qian & Schedl, 2004; Vermeer, 2001; Wesche & Paribakht, 1996).”
Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance (2004, methodology): “An initial investigation (Qian, 2002) was conducted in the context of TOEFL 2000 research with a sample of 217 international students speaking 19 different native languages.”
Size and Depth of Vocabulary Knowledge: What the Research Shows (2014, background): “However, Qian (2002) found that the WAF explained the greatest amount of reading comprehension scores, and size added an additional 8%.”
The Word Associates Format: Validation evidence (2011, background): “…the WAF has the potential to economically measure learners’ familiarity with target words’ meanings and some of their uses as well, which has led to its popularity as a depth of knowledge measure amongst researchers (e.g. Greidanus and Nienhus, 2001; Qian, 2002; Schoonen and Verhallen, 2008).”