The Growth of Children's Sight Vocabulary: A Quick Test with Educational and Theoretical Implications

The number of correctly read words varied directly and strongly with reading ability, but when adjusted for the ability to recognize words in isolation, use of context did not appear to vary with overall reading proficiency.

Abstract

THE SIGHT VOCABULARIES of above and below average readers in the second through fifth grades were assessed by having them read a frequency-graduated series of irregularly spelled words with and without context. With or without context the number of correctly read words varied directly and strongly with reading ability. However, when adjusted for the ability to recognize words in isolation, use of context did not appear to vary with overall reading proficiency. Practical applications of the tasks as well as theoretical implications of their results are discussed.