Expressive vocabulary adds small but significant variance to exception word reading, but not to general or nonword reading, in adult struggling readers¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q3
Currency · newest study 2012 · not yet checked against its sources · 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.
q3 i? Expressive vocabulary accounted for a small but significant additional 1.8% of variance in exception word reading after nonword and general word reading were entered. → Hall 2012
q3 i? Expressive vocabulary did not contribute to variance in general word reading or nonword reading. → Hall 2012 (2)
Evidence¶
Hall 2012¶
Hall, R., Greenberg, D., Laures-Gore, J., & Pae, H. K. (2012). The Relationship Between Expressive Vocabulary Knowledge and Reading Skills for Adult Struggling Readers. Journal of Research in Reading. doi:10.1111/j.1467-9817.2012.01537.x
q3 · i? · associational · r2
Hierarchical regression predicting exception word reading (N = 232): nonword reading explained 9.7% and general word reading added 16.8% (total 26.5%); expressive vocabulary added a significant 1.8% at the final step.
"When entered at the final step, expressive vocabulary accounted for a small but significant (p < .05) additional 1.8% of the variance (see Table 4)."
Hall 2012 (2)¶
Hall, R., Greenberg, D., Laures-Gore, J., & Pae, H. K. (2012). The Relationship Between Expressive Vocabulary Knowledge and Reading Skills for Adult Struggling Readers. Journal of Research in Reading. doi:10.1111/j.1467-9817.2012.01537.x
q3 · i? · associational · r2
Hierarchical regressions with general word reading and nonword reading as dependent variables (N = 232) found no significant expressive vocabulary contribution; for nonword reading only general word reading entered at step 1 was significant (36.5% of variance).
"Results indicated that expressive vocabulary did not contribute to variance in the adults' general word reading and nonword reading skills."
Discussion¶
Learner Variables¶
- Vocabulary — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Expressive vocabulary uniquely explains variance in reading comprehension of adult struggling readers — related
- Correlations among reading and reading-related measures were much lower than expected, indicating poor integration of skills in struggling adult readers — related
- Adult struggling readers score far below adult norms on the Boston Naming Test, with expressive vocabulary resembling children's scores — related
- Stimulus and phonemic cues did not notably help adult struggling readers name objects on the BNT — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
expressive-vocabulary-exception-word-reading-adults |
title |
Expressive vocabulary adds small but significant variance to exception word reading, but not to general or nonword reading, in adult struggling readers |
description |
Expressive vocabulary adds small but significant variance to exception word reading, but not to general or nonword reading, in adult struggling readers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — hall-2012, hall-2012-2 |
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