Constructing Meaning from a Picture: How Knowledge of Abstract and Concrete Concepts Contribute to Comprehension

• In Event: Poster Session 5
  In Poster Session: Vocabulary Research and Instruction

Abstract

Through both quantitative means and qualitative analysis of errors, the present study demonstrates growth in conceptual development from pre-kindergarten to first grade of 137 children from low-income backgrounds. In addition, it demonstrates relations between the quality of conceptual knowledge and comprehension. Results indicate that levels of object knowledge were higher than concept knowledge from the outset and that both grew over time, as expected. Of particular interest is that concept knowledge grew at a faster rate than object knowledge at two of the three grade levels. Results suggest that concept items should be taught explicitly given the relation between conceptual knowledge and reading comprehension.

Authors

• Alisa Zeliger-Kandasamy, University of Maryland - Baltimore County

• Linda Baker, University of Maryland - Baltimore County