Older readers showed a stronger indirect effect of MA on reading comprehension via vocabulary knowledge, with a converse pattern via word reading¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q4
Currency · newest study 2023 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q4 i? The indirect effect via vocabulary knowledge was stronger in older readers, while the indirect effect via word reading was stronger in younger readers. → Zhang 2023
Evidence¶
Zhang 2023¶
Zhang, D., Ke, S. (E.), & Mo, Y. (2023). Morphology in Reading Comprehension Among School-Aged Readers of English: A Synthesis and Meta-Analytic Structural Equation Modeling Study. Journal of Educational Psychology, 115(5), 683–699. https://doi.org/10.1037/edu0000797
q4 · i? · quant-synthesis · r?
Multi-group path analyses across lower elementary (k = 13, N = 1,711), upper elementary (k = 47, N = 6,952), and middle/high school (k = 46, N = 13,083) subgroups tested moderation of the indirect routes. The authors reported this developmental pattern based on subgroup comparisons.
"older readers showed a stronger indirect effect via vocabulary knowledge than did younger readers, whereas a converse pattern was found for the indirect effect via word reading"
Discussion¶
Learner Variables¶
- Morphological Awareness — predictor: learners who differ on it differ in outcomes
- Reading and Language — predictor: learners who differ on it differ in outcomes
- Vocabulary — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Morphological awareness has significant indirect effects on reading comprehension via word reading (β = .140) and vocabulary knowledge (β = .190) — related
- SES shows significant direct and indirect effects on each reading outcome separately, with larger indirect effects through vocabulary for comprehension — related
- Bilingual readers showed a smaller indirect effect of MA on reading comprehension via word reading than monolinguals — related
- The correlation between morphological awareness and reading comprehension is r = .536 in school-aged readers of English — related
- No significant subgroup difference was found in the magnitude of the direct effect of MA on reading comprehension for any moderator (except lower elementary non-significance) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
age-grade-moderates-indirect-effects |
title |
Older readers showed a stronger indirect effect of MA on reading comprehension via vocabulary knowledge, with a converse pattern via word reading |
description |
Older readers showed a stronger indirect effect of MA on reading comprehension via vocabulary knowledge, with a converse pattern via word reading |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — zhang-2023 |
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