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Title:The role of vocabulary in developmental reading disabilities
Author(s):Shand, Michael
Subject(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.
Issue Date:1993-05
Publisher:Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.
Series/Report:Center for the Study of Reading Technical Report ; no. 576
Genre:Technical Report
Type:Text
Language:English
URI:http://hdl.handle.net/2142/31289
Rights Information:Copyright 1993 Board of Trustees University of Illinois
Date Available in IDEALS:2012-05-30
Identifier in Online Catalog:3493268
OCLC Identifier:741359118


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