CoChat
Sign Up
Cited by 20Second Language Acquisition and LearningReading and Literacy DevelopmentEFL/ESL Teaching and Learning

The DOI matches its Crossref record; 22 of the 23 references it cites were found in a registry or an index.

Revisiting the role of breadth and depth of vocabulary knowledge in reading comprehension

Open access
Dagnaw, Animut Tadele·2023·Cogent Education
DOI 10.1080/2331186x.2023.2217345
Open this paper in CoChat — free accountOpen PDF

Abstract

The purpose of this study was to investigate the role of breadth and depth of vocabulary knowledge in reading comprehension at Debre Markos University.A quantitative approach was taken to gather and analyze the data.Out of 235 students learning at the college, 61 samples were taken randomly.To investigate their knowledge of vocabulary breadth, the Vocabulary Levels Test (VLT) was employed.The Depth of Vocabulary Knowledge (DVK) test was utilized to investigate the depth of vocabulary knowledge.The reading section of the Test of English as a Foreign Language (TOFEL) was used to determine the reading comprehension performance of the students.Pearson Product-moment correlation was used to examine the relationship between vocabulary knowledge (breadth and depth) and reading comprehension.In addition, to find out which aspect of vocabulary knowledge best explains reading comprehension, Standard Multiple Regression was employed.The data were analyzed using SPSS (version 21).The findings suggest that there was a significant strong positive relationship between knowledge of vocabulary breadth and reading comprehension (r = .73,n = 61, P, =.000 < 0.05).Besides, the result reveals that there was a significant strong positive relationship between knowledge of vocabulary depth and reading comprehension (r = .60,n = 61, P, =.000 < 0.05).The finding also shows that vocabulary breadth and depth together were able to predict respondents' reading comprehension.However,

Overview

Integrity signals

Registry

Crossref · 10.1080/2331186x.2023.2217345

Cites

22 of 22 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 23 references

Research works printed but not linked: 3

  1. Laufer, B. (1997). The lexical plight in second language reading: Words you don’t know, words you think you know and words you can’t guess.’ a chapter. In J. Coady & T. Huckin (Eds.), Second language vocabulary acquisition: A rational for pedagogy (pp. 20–34). Cambridge University Press.
  2. Tabachnick, B. G., & Fidell, L. S. (2007). Usining multivariate statistics (5th ed.). Allyn and Bacon.
  3. Webb, S., Sasao, Y., & Balance, O. (2017). The updated vocabulary lrvel test: Developing and validating two new forms of the vlt. International Journal of Applied Linguistices, 168(1), 34–70.

Cited by

Sorted by citations

Related

See all

Metadata

Authors
Dagnaw, A. T.
Affiliations
Bahir Dar University (ET)
Corresponding author
Dagnaw, Animut Tadele
ORCID
Dagnaw, Animut Tadele
Venue
Cogent Education
Publisher
Informa UK Limited
Published
2023-05-25
Volume
10
Issue
1
ISSN
2331-186X (ISSN-L)
DOI
10.1080/2331186x.2023.2217345
OpenAlex
W4378215481
Cited by
20
References
23
Citations by year
2026: 10 · 2025: 6 · 2024: 3 · 2023: 1
FWCI
9.71
Type
journal article
Language
en
Open access
Licence
Locations
  • Cogent Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders
no funding
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
vocabulary breadth, vocabulary depth, reading comprehension, English as a foreign language, EFL learners, vocabulary knowledge, vocabulary size

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review