Vocabulary and Domain Knowledge as Predictors for Oral Comprehension in Kindergarten: A Person-Centered Approach

• In Event: Moscone Center North Roundtable Session 13
  In Roundtable Session: Strategies to Support Student Vocabulary Learning

Abstract

Vocabulary and domain knowledge (prior knowledge related to a field of study) are important factors for comprehension development, but little is known about whether there are different profiles of vocabulary and domain knowledge and how the profiles are associated with comprehension development. Using latent profile analysis, the study identified three distinctive profiles of vocabulary and domain knowledge in the fall of kindergarten. In each profile, vocabulary and domain knowledge are fairly commensurate with each other, which suggests interdependent nature of vocabulary and domain knowledge development in kindergarten. As well, the profiles in the fall of kindergarten were significantly related to listening comprehension in the winter of kindergarten.

Authors

• HyeJin Hwang, The Florida State University

• Sonia Cabell, Florida State University