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The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension

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  • Elaine Carlson
  • Frank Jenkins
  • Tiandong Li
  • Mary Brownell

Abstract

The authors used data from a large, national sample to examine the interaction of various literacy measures among young children with disabilities. Using structural equation modeling, they examined the relationships among measures of phonemic awareness, decoding, vocabulary, and reading comprehension. Child and family factors, including sex, severity of disability, race/ethnicity, household income, and mother's education were used as covariates. The model supported the notion of 2 unique paths to reading comprehension, one through decoding and a second through vocabulary.

Suggested Citation

  • Elaine Carlson & Frank Jenkins & Tiandong Li & Mary Brownell, 2013. "The Interactions of Vocabulary, Phonemic Awareness, Decoding, and Reading Comprehension," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(2), pages 120-131, February.
    • Handle: RePEc:taf:vjerxx:v:106:y:2013:i:2:p:120-131
    DOI: 10.1080/00220671.2012.687791
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