Jamie Quinn|Richard K. Wagner|Yaacov Petscher|Danielle Lopez
Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study
Florida State University|Florida State University|Florida State University|Florida State University
present study followed sample firstgrade n 316 age 705 first test fourthgrade students evaluate dynamic developmental relations vocabulary knowledge reading comprehension using latent change score modeling competing models fit repeated measurements vocabulary knowledge reading comprehension test presence leading lagging influences univariate models indicated growth vocabulary knowledge reading comprehension determined two parts constant yearly change change proportional previous level variable bivariate models indicated previous levels vocabulary knowledge acted leading indicators reading comprehension growth reverse relation found implications theories developmental relations vocabulary reading comprehension discussed