| Abstract [eng] |
The aim of the research was to establish the vocabulary size of the 5-6 grade Lithuanian-speaking students and reveal the relationship between vocabulary size, reading comprehension and reading habits. Many researchers in different countries have documented extensively the direct relationship between vocabulary knowledge and reading comprehension. Vocabulary size is established as one of the major factors affecting reading comprehension. However it still remains unclear what factors affect the vocabulary size itself and how it is affected by reading habits precisely. Data for this research were collected from 101 5 and 6 grade students from three schools in Vilnius. The participants completed the vocabulary checklist test (yes/no), reading comprehension test and filled in the questionnaire. The knowledge of words in this research has been limited to form-meaning link. The National standardised reading comprehension test was used to assess reading comprehension. The most important practical implication of this study is data on the vocabulary size of grade 5-6 students. The research has also revealed great differences of vocabulary size in the same age group. This gap should be addressed by direct vocabulary instruction at school. Results of the linear regression model revealed high correlations between reading comprehension and vocabulary size. Significant correlations with vocabulary size, in order of correlation strength were: school type (public or private), gender and reading for pleasure. The regression analysis suggests that girls know on average 3526 words more than boys and reading for pleasure increases vocabulary by 6109 words. It is important to note that the amount of time spent reading has not affected vocabulary size. Significant correlations with comprehension ability, in order of correlation strength were: vocabulary size, amount of time spent on reading daily and reading for school-assignments. The fact that this study involved the participants of the capital city is one of the major limitations. Causal claims from regression model need to be evaluated in the light of another limitation - a sample in this study is comparatively small - 101 students from three schools. However this study provides a baseline for further vocabulary studies in Lithuania. They include vocabulary research of different age groups to establish the vocabulary development rate through the early school years, adolescence and adulthood. The repetition of the study with more diverse sample of students would be useful, i. e., diversity in terms of place of residence and school type. Other research possibilities include the analysis of correlation between vocabulary knowledge and academic achievement. |
