Correlation Between Oral Vocabulary And Reading Comprehension Levels

Early reading is the pre-reading preparation from the oral to formal language of early children. The main challenge that children confront is how to read comprehensively by decoding words. Research concerning the relationship between vocabulary and reading comprehension, which is relatively scarce, focused more on the domain of the second langue, and paid attention to relationship between the depth and breadth of vocabulary and reading comprehension. Nowadays, the relationship between the level of vocabulary and reading comprehension has been universally recognized. However, the relationship between the depth and breadth of vocabulary and reading comprehension has not been reached an agreement, and research concerning the relationship between the depth and breadth of vocabulary and reading comprehension is in the state of insufficiency in the domain of early reading. My research pays more attention to the relationship between the level of oral vocabulary and reading comprehension of early children, especially the correlation between the qualitative level (verbal comprehension) and quantitative level (verbal quantity) of vocabulary.The descriptive framework concerning quantitative and qualitative investigation of the oral vocabulary of my research whose method is educational survey consists of the depth and breadth of vocabulary.65early children in second grade in kindergarten who have the similar family background and intelligence level make up the object of my research. The test tools involve the word identification pictures whose responsibility is to investigate the breadth of vocabulary, verbal association and interpretation tables concerning the investigation of vocabulary depth, and the story reconstruction factors and tests that are to measure the content of stories. I processed the original data which is from the effective results of the62early children in second grade in kindergarten by the support of descriptive statisticsanalysis, Pearson correlation analysis, and linear-regression analysis.From the research, I come to the following conclusions:(1) Both the breadth and depth of vocabulary, especially the vocabulary depth, are clearly related to reading comprehension positively.(2) Both the verbal depth and breadth, especially the depth of verbal, can highly predict the results of reading comprehension tests.Due to the above conclusions, suggestions that teachers can take to boost the level of children’s vocabulary and reading comprehension in the practice of early reading in kindergarten are as follows:Rich verbal environment ought to be established for early children.(2) Assist early children to command the meaning of words deeeply by various ways.(3) Support early children with positive response environment.