Relationships Between Word Knowledge and Reading Comprehension in Third-Grade Children

By Kendra R. Tannenbaum, J. Torgesen, R. Wagner. 2006

352 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f60a2aee7474f85ed2c666639b6a7d9b40d34735

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In Developmental and Educational Psychology

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Citations in the corpus

Knowledge of words, knowledge about words: Dimensions of vocabulary in first and second language learners in sixth grade (2012, methodology): “In so doing, we sought to build on recent studies of the dimensionality of vocabulary knowledge in younger monolingual English speakers (e.g., Tannenbaum et al., 2006; Muse, 2005) as well as the broader research base on the development and instruction of vocabulary knowledge (e.g., NICHD, 2000; St”
Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “Tannenbaum, Torgesen, and Wagner (2006) provided evidence that vocabulary breadth (which we assessed) has a stronger relationship to reading comprehension than depth in English-speaking Grade 3 students, but future research will need to explore whether this is also the case when vocabulary is…”
Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, neutral): “Authors of these reviews have concluded that basic and higher-order skills develop simultaneously and independently rather than sequentially (although development in one set of skills may enable development in the other; eg, Tannenbaum, Torgesen, & Wagner, 2006 ).”
The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “Previous research with younger learners found that semantic awareness did not add to reading comprehension after controlling for vocabulary breadth ( Tannenbaum et al., 2006 ).”
Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, background): “26), but not significantly, contrasting with findings among younger learners (Tannenbaum et al., 2006; Vermeer, 2001) and suggesting TABLE 3 Bilingual Versus English-Monolingual Fifth-Grade Student Results for Covariates and Semantic Depth”
Understanding and Resolving Failures in Human-Robot Interaction: Literature Review and Model Development (2018, background): “Comprehension has been shown to be inﬂuenced by background knowledge (Tannenbaum et al., 2006), wording (Kintsch et al., 1975), typographic design (Frase and Schwartz, 1979), personality (Sadeghi et al., 2012), felt involvement (Celsi and Olson, 1988), motivation (Sideridis et al., 2006),…”
The Impact of Specific Language Impairment on Adolescents' Written Text (2009, background): “There is increasing evidence that measures of depth and breadth of vocabulary may have differential effects on reading, and we expect similar patterns to be evident in writing (see, e.g., Ouellette, 2006; Tannenbaum et al., 2006).”