Abstract
This study investigated the relationships between two types of vocabulary tests and second language reading-comprehension (RC) in a classroom assessment setting. A group of 40 learners completed a written-receptive meaning-recall measure of the Updated Vocabulary Levels Test (UVLT) and the written-receptive meaning-recognition UVLT. Correlation analysis was conducted to examine the relationships between scores from the two tests and The TEST of English for International Communication Reading scores. The results showed that the relationship between the meaning-recall and RC (r =0 .85, p <0 .001) was higher than between the meaning-recognition and RC (r =0 .78, p <0 .001) with a significant difference (Steiger's z = 3.06, p =0 .002). This suggests that meaning-recall knowledge is a better predictor of RC.
Get full access to this article
View all access options for this article.
References
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
