Abstract
Understanding the meaning of words is necessary to comprehend text. The aim of the longitudinal research was to study the extent to which changes occurred in student word recognition and text comprehension in primary school. Four hundred and sixty four students participated in the research and completed the test over three consecutive years. The study revealed the students who knew the meanings of the words better also had better text comprehension results. Also, differences were found between boys’ and girls’ results in reading. Girls outperformed boys over three years in more sophisticated text comprehension and vocabulary knowledge tasks as well as previously studied words. To support boys’ vocabulary and text comprehension skills it is essential to consider their developmental characteristics.
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