Reading and Oral Vocabulary Development in Early Adolescence

Jessie Ricketts,Arne Lervåg,Nicola Dawson,Lucy A Taylor,Charles Hulme

doi:10.1080/10888438.2019.1689244

Abstract

ABSTRACT International assessments show that 20% of adolescents cannot read simple texts with understanding. Despite this, research has focused on early reading in childhood and skilled reading in adulthood, neglecting reading development during adolescence. We report a longitudinal study assessing reading and vocabulary development at 12, 13 and 14 years in a sample of 210 adolescents who were unselected for ability. Word reading accuracy, word reading fluency, reading comprehension, receptive vocabulary and expressive vocabulary were assessed using standardized assessments. Latent variable models showed consistent rank order amongst individuals (high stability), significant progress over time, and evidence that achievement gaps between the least and most able adolescents were narrowing. Oral vocabulary knowledge and reading comprehension were best conceptualized as indices of a common language construct. Low levels of reading proficiency were also observed in a substantial proportion of this sample, underlining the importance of providing ongoing reading and language support during adolescence.

Highlights

International assessments show that 20% of adolescents cannot read simple texts with understanding
We focus on one aspect of language, oral vocabulary knowledge, or knowledge of the spoken forms and meanings of words
Our analyses indicated that, during this period, reading comprehension and oral vocabulary knowledge were best conceptualized as reflecting a single higher order language construct

Summary

Introduction

International assessments show that 20% of adolescents cannot read simple texts with understanding. Despite a widespread assumption that children can read when they leave primary education, international assessments show that 20% of adolescents are not able to read simple texts accurately and with understanding (Jerrim & Shure, 2016). These pupils will struggle to read independently, limiting access to the curriculum and hampering educational progress. High stability between late childhood (9–10 years) and adolescence (14–16 years) has been reported for latent word reading accuracy measures (Hulslander, Olson, Willcutt, & Wadsworth, 2010) and observed reading fluency measures (Eklund et al, 2015; Landerl & Wimmer, 2008)

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Discussion

Conclusion