小學兒童詞匯知識與閱讀理解的關系：交叉滯后研究

小學兒童詞匯知識與閱讀理解的關系：交叉滯后研究一、本文概述Overviewofthisarticle本研究旨在探討小學兒童詞匯知識與閱讀理解之間的關系，并通過交叉滯后研究的方法，進一步揭示這兩者之間的動態(tài)互動和因果關聯(lián)。詞匯知識作為語言學習的基礎，對于兒童的閱讀理解能力有著至關重要的影響。通過閱讀，兒童能夠接觸到更多的詞匯，從而豐富其詞匯庫，提高詞匯知識。反過來，豐富的詞匯知識又能促進兒童更好地理解和解讀閱讀材料，進一步提升他們的閱讀理解能力。因此，研究這兩者之間的關系，對于了解兒童語言學習和閱讀發(fā)展的規(guī)律，以及指導教育實踐具有重要的理論和實踐意義。Thisstudyaimstoexploretherelationshipbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildren,andfurtherrevealthedynamicinteractionandcausalrelationshipbetweenthetwothroughcrosslaggedresearchmethods.Vocabularyknowledge,asthefoundationoflanguagelearning,hasacrucialimpactonchildren'sreadingcomprehensionability.Throughreading,childrencanbeexposedtomorevocabulary,therebyenrichingtheirvocabularyandimprovingtheirvocabularyknowledge.Onthecontrary,richvocabularyknowledgecanpromotechildren'sbetterunderstandingandinterpretationofreadingmaterials,furtherenhancingtheirreadingcomprehensionabilities.Therefore,studyingtherelationshipbetweenthesetwoisofgreattheoreticalandpracticalsignificanceforunderstandingthelawsofchildren'slanguagelearningandreadingdevelopment,aswellasguidingeducationalpractice.本研究采用交叉滯后研究設計，通過收集小學兒童在不同時間點的詞匯知識和閱讀理解能力的數(shù)據(jù)，分析它們之間的前后關系。通過這種研究方法，我們可以更準確地揭示詞匯知識與閱讀理解之間的因果關系，以及它們在不同時間點上的相互影響。Thisstudyadoptsacrosslaggedresearchdesign,collectingdataonvocabularyknowledgeandreadingcomprehensionabilityofprimaryschoolchildrenatdifferenttimepoints,andanalyzingtheirrelationshipbeforeandafter.Throughthisresearchmethod,wecanmoreaccuratelyrevealthecausalrelationshipbetweenvocabularyknowledgeandreadingcomprehension,aswellastheirmutualinfluenceatdifferenttimepoints.本文將首先介紹研究背景和意義，闡述詞匯知識和閱讀理解在兒童語言學習中的重要性。接著，將詳細介紹研究方法、樣本選擇、數(shù)據(jù)收集和處理過程。然后，將呈現(xiàn)研究結(jié)果，包括詞匯知識與閱讀理解之間的相關性分析、交叉滯后回歸分析等。將討論研究結(jié)果的意義，以及對于教育實踐和政策制定的啟示。通過本文的研究，我們希望能夠為小學兒童的語言學習和閱讀教學提供有益的參考和指導。Thisarticlewillfirstintroducetheresearchbackgroundandsignificance,andexplaintheimportanceofvocabularyknowledgeandreadingcomprehensioninchildren'slanguagelearning.Next,wewillprovideadetailedintroductiontotheresearchmethods,sampleselection,datacollection,andprocessingprocess.Then,theresearchresultswillbepresented,includingcorrelationanalysisbetweenvocabularyknowledgeandreadingcomprehension,crosslaggedregressionanalysis,etc.Wewilldiscussthesignificanceoftheresearchfindingsandtheirimplicationsforeducationalpracticeandpolicyformulation.Throughthisstudy,wehopetoprovideusefulreferencesandguidanceforlanguagelearningandreadingteachingforprimaryschoolchildren.二、文獻綜述Literaturereview在過去的幾十年中，小學兒童詞匯知識與閱讀理解之間的關系一直是教育心理學和語言學領域的研究熱點。眾多學者對此進行了深入的研究，探討了詞匯知識對閱讀理解能力的影響以及兩者之間的交互作用。Inthepastfewdecades,therelationshipbetweenvocabularyknowledgeandreadingcomprehensionofprimaryschoolchildrenhasbeenaresearchhotspotinthefieldsofeducationalpsychologyandlinguistics.Numerousscholarshaveconductedin-depthresearchonthistopic,exploringtheimpactofvocabularyknowledgeonreadingcomprehensionabilityandtheinteractionbetweenthetwo.詞匯知識被認為是閱讀理解的基礎。詞匯是構(gòu)成語言的基本單位，掌握足夠的詞匯量是理解文本的前提條件。許多研究指出，詞匯量大的學生在閱讀理解中的表現(xiàn)通常優(yōu)于詞匯量小的學生。這是因為豐富的詞匯儲備有助于學生更好地理解文本中的詞匯、短語和句子，從而提高他們的閱讀速度和準確性。Vocabularyknowledgeisconsideredthefoundationofreadingcomprehension.Vocabularyisthefundamentalunitoflanguage,andmasteringsufficientvocabularyisaprerequisiteforunderstandingtexts.Manystudieshaveshownthatstudentswithalargevocabularytypicallyperformbetterinreadingcomprehensionthanthosewithasmallvocabulary.Thisisbecausearichvocabularyreservehelpsstudentsbetterunderstandthevocabulary,phrases,andsentencesinthetext,therebyimprovingtheirreadingspeedandaccuracy.閱讀理解能力也會對詞匯知識的積累產(chǎn)生積極影響。通過閱讀，學生可以接觸到大量的新詞匯和表達方式，從而豐富他們的詞匯庫。閱讀過程中的上下文信息有助于學生理解生詞的意義和用法，進而提高他們的詞匯知識。這種詞匯知識和閱讀理解之間的相互促進關系在交叉滯后研究中得到了證實。Readingcomprehensionabilitycanalsohaveapositiveimpactontheaccumulationofvocabularyknowledge.Throughreading,studentscanbeexposedtoalargenumberofnewvocabularyandexpressions,therebyenrichingtheirvocabularylibrary.Thecontextualinformationduringthereadingprocesshelpsstudentsunderstandthemeaningandusageofnewwords,therebyimprovingtheirvocabularyknowledge.Themutuallyreinforcingrelationshipbetweenvocabularyknowledgeandreadingcomprehensionhasbeenconfirmedincrosslaggedstudies.一些研究還探討了詞匯知識和閱讀理解之間的中介變量。例如，一些研究表明，語言意識、閱讀策略等認知因素在詞匯知識和閱讀理解之間起到了中介作用。這些因素可能會影響學生如何利用已有的詞匯知識來提高閱讀理解能力。Somestudieshavealsoexploredthemediatingvariablesbetweenvocabularyknowledgeandreadingcomprehension.Forexample,somestudieshaveshownthatcognitivefactorssuchaslanguageawarenessandreadingstrategiesplayamediatingrolebetweenvocabularyknowledgeandreadingcomprehension.Thesefactorsmayaffecthowstudentsutilizetheirexistingvocabularyknowledgetoimprovetheirreadingcomprehensionabilities.小學兒童詞匯知識與閱讀理解之間存在著密切的關系。詞匯知識是閱讀理解的基礎，而閱讀理解能力又有助于詞匯知識的積累。未來的研究可以進一步探討兩者之間的交互作用機制，以及如何通過教學干預來提高學生的詞匯知識和閱讀理解能力。Thereisacloserelationshipbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildren.Vocabularyknowledgeisthefoundationofreadingcomprehension,andreadingcomprehensionabilityhelpstoaccumulatevocabularyknowledge.Futureresearchcanfurtherexploretheinteractionmechanismbetweenthetwo,aswellashowtoimprovestudents'vocabularyknowledgeandreadingcomprehensionabilitythroughteachinginterventions.三、研究方法Researchmethods本研究采用交叉滯后設計，旨在深入探討小學兒童詞匯知識與閱讀理解之間的動態(tài)關系。交叉滯后設計是一種有效的縱向研究方法，它能夠在控制時間順序的評估兩個或多個變量之間的因果關系。Thisstudyadoptsacrosslaggeddesigntoexplorethedynamicrelationshipbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildren.Crosslaggeddesignisaneffectivelongitudinalresearchmethodthatcanevaluatethecausalrelationshipbetweentwoormorevariablesinacontrolledtemporalorder.本研究選擇了兩組小學生作為樣本，一組為詞匯知識水平較高的小學生（高詞匯組），另一組為詞匯知識水平較低的小學生（低詞匯組）。在每個學期開始時，對所有學生進行詞匯知識和閱讀理解能力的基線測試，以確保兩組學生在初始狀態(tài)下具有顯著的差異。Thisstudyselectedtwogroupsofelementaryschoolstudentsassamples,onegroupbeingthosewithahigherlevelofvocabularyknowledge(highvocabularygroup),andtheothergroupbeingthosewithalowerlevelofvocabularyknowledge(lowvocabularygroup).Atthebeginningofeachsemester,abaselinetestofvocabularyknowledgeandreadingcomprehensionabilityisconductedonallstudentstoensurethatthereisasignificantdifferencebetweenthetwogroupsofstudentsintheirinitialstate.隨后，在每個學期結(jié)束時，再次對所有學生進行詞匯知識和閱讀理解能力的測試。通過比較兩個時間點的測試結(jié)果，我們可以觀察到詞匯知識和閱讀理解能力的變化，并評估它們之間的相互影響。Subsequently,attheendofeachsemester,vocabularyknowledgeandreadingcomprehensionabilitieswillbetestedagainforallstudents.Bycomparingthetestresultsattwotimepoints,wecanobservechangesinvocabularyknowledgeandreadingcomprehensionability,andevaluatetheirmutualinfluence.為了更準確地衡量詞匯知識和閱讀理解能力的變化，本研究采用了多種評估工具。詞匯知識的評估主要基于詞匯測試，包括詞匯量、詞匯理解和詞匯應用等方面。閱讀理解能力的評估則采用標準化的閱讀理解測試，包括閱讀速度、閱讀理解和閱讀策略等方面。Inordertomoreaccuratelymeasurethechangesinvocabularyknowledgeandreadingcomprehensionability,thisstudyusedmultipleevaluationtools.Theevaluationofvocabularyknowledgeismainlybasedonvocabularytesting,includingaspectssuchasvocabularysize,vocabularyunderstanding,andvocabularyapplication.Theassessmentofreadingcomprehensionabilityadoptsstandardizedreadingcomprehensiontests,includingreadingspeed,readingcomprehension,andreadingstrategies.在數(shù)據(jù)分析方面，本研究采用了多元線性回歸和路徑分析等統(tǒng)計方法。通過多元線性回歸分析，我們可以探究詞匯知識和閱讀理解能力之間的直接關系，并控制其他潛在影響因素。路徑分析則可以幫助我們更深入地理解詞匯知識和閱讀理解能力之間的動態(tài)關系，揭示它們之間的因果路徑。Intermsofdataanalysis,thisstudyusedstatisticalmethodssuchasmultiplelinearregressionandpathanalysis.Throughmultiplelinearregressionanalysis,wecanexplorethedirectrelationshipbetweenvocabularyknowledgeandreadingcomprehensionability,andcontrolforotherpotentialinfluencingfactors.Pathanalysiscanhelpusgainadeeperunderstandingofthedynamicrelationshipbetweenvocabularyknowledgeandreadingcomprehensionability,revealingthecausalpathwaysbetweenthem.本研究采用交叉滯后設計，結(jié)合多種評估工具和統(tǒng)計方法，旨在全面、深入地探討小學兒童詞匯知識與閱讀理解之間的關系。通過這一研究，我們希望能夠為教育實踐提供有益的啟示，幫助教師更有效地提高學生的閱讀理解能力。Thisstudyadoptsacrosslaggeddesign,combinedwithvariousevaluationtoolsandstatisticalmethods,aimingtocomprehensivelyanddeeplyexploretherelationshipbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildren.Throughthisresearch,wehopetoprovideusefulinsightsforeducationalpracticeandhelpteachersmoreeffectivelyimprovestudents'readingcomprehensionabilities.四、研究結(jié)果Researchresults本研究通過交叉滯后設計，深入探討了小學兒童詞匯知識與閱讀理解之間的關系。經(jīng)過一系列的數(shù)據(jù)收集與分析，我們得出以下主要研究結(jié)果。Thisstudydelvesintotherelationshipbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildrenthroughacrosslaggeddesign.Afteraseriesofdatacollectionandanalysis,wehaveobtainedthefollowingmainresearchresults.詞匯知識對閱讀理解的影響具有顯著的預測作用。在控制了年齡、性別等其他變量后，我們發(fā)現(xiàn)詞匯量較大的兒童在閱讀理解測試中表現(xiàn)更為優(yōu)秀。這一結(jié)果支持了詞匯知識是閱讀理解基礎的重要觀點，表明豐富的詞匯儲備能夠幫助兒童更好地理解文本內(nèi)容。Vocabularyknowledgehasasignificantpredictiveeffectonreadingcomprehension.Aftercontrollingforothervariablessuchasageandgender,wefoundthatchildrenwithlargervocabularyperformedbetterinreadingcomprehensiontests.Thisresultsupportstheimportantviewpointthatvocabularyknowledgeisthefoundationofreadingcomprehension,indicatingthatrichvocabularyreservescanhelpchildrenbetterunderstandtextcontent.閱讀理解的發(fā)展也對詞匯知識的增長具有顯著的促進作用。隨著兒童閱讀理解能力的提高，他們的詞匯知識水平也相應提升。這一結(jié)果揭示了閱讀理解與詞匯知識之間的雙向關系，即詞匯知識是閱讀理解的基礎，而閱讀理解的發(fā)展又能促進詞匯知識的增長。Thedevelopmentofreadingcomprehensionalsohasasignificantpromotingeffectonthegrowthofvocabularyknowledge.Withtheimprovementofchildren'sreadingcomprehensionability,theirvocabularyknowledgelevelalsocorrespondinglyimproves.Thisresultrevealsabidirectionalrelationshipbetweenreadingcomprehensionandvocabularyknowledge,thatis,vocabularyknowledgeisthefoundationofreadingcomprehension,andthedevelopmentofreadingcomprehensioncanpromotethegrowthofvocabularyknowledge.我們還發(fā)現(xiàn)詞匯知識與閱讀理解之間的關系在不同年級之間存在差異。低年級兒童的詞匯知識對閱讀理解的預測作用更為顯著，而高年級兒童的閱讀理解對詞匯知識的促進作用更為明顯。這一結(jié)果提示我們，針對不同年級的兒童，應該采取不同的教學策略，以更有效地促進他們的詞匯知識與閱讀理解的發(fā)展。Wealsofoundthattherelationshipbetweenvocabularyknowledgeandreadingcomprehensionvariesamongdifferentgrades.Thevocabularyknowledgeoflowergradechildrenhasamoresignificantpredictiveeffectonreadingcomprehension,whilethereadingcomprehensionofhighergradechildrenhasamoresignificantpromotingeffectonvocabularyknowledge.Thisresultsuggeststhatdifferentteachingstrategiesshouldbeadoptedforchildrenofdifferentgradestomoreeffectivelypromotethedevelopmentoftheirvocabularyknowledgeandreadingcomprehension.本研究還發(fā)現(xiàn)詞匯知識與閱讀理解之間的關系受到多種因素的影響。除了年齡、性別等人口學變量外，兒童的閱讀習慣、家庭背景以及教師的教學方式等因素也會對詞匯知識與閱讀理解之間的關系產(chǎn)生影響。這一結(jié)果提示我們，在未來的研究中需要進一步探討這些因素如何影響詞匯知識與閱讀理解之間的關系，以為教育實踐提供更全面的指導。Thisstudyalsofoundthattherelationshipbetweenvocabularyknowledgeandreadingcomprehensionisinfluencedbymultiplefactors.Inadditiontodemographicvariablessuchasageandgender,factorssuchaschildren'sreadinghabits,familybackground,andteacherteachingmethodscanalsohaveanimpactontherelationshipbetweenvocabularyknowledgeandreadingcomprehension.Thisresultsuggeststhatfurtherresearchisneededtoexplorehowthesefactorsaffecttherelationshipbetweenvocabularyknowledgeandreadingcomprehension,inordertoprovidemorecomprehensiveguidanceforeducationalpractice.本研究通過交叉滯后設計揭示了小學兒童詞匯知識與閱讀理解之間的密切關系及其影響因素。這些結(jié)果對于深入理解兒童語言發(fā)展機制、優(yōu)化閱讀教學策略具有重要的理論與實踐意義。Thisstudyrevealedthecloserelationshipandinfluencingfactorsbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildrenthroughacrosslaggeddesign.Theseresultshaveimportanttheoreticalandpracticalsignificanceforadeeperunderstandingofchildren'slanguagedevelopmentmechanismsandoptimizingreadingteachingstrategies.五、討論Discussion本研究通過交叉滯后設計，深入探討了小學兒童詞匯知識與閱讀理解之間的關系。結(jié)果表明，詞匯知識的增長對閱讀理解能力的提升具有顯著影響，同時閱讀理解能力的增強也會促進詞匯知識的積累。這一結(jié)果為我們理解詞匯知識與閱讀理解之間的動態(tài)交互作用提供了重要依據(jù)。Thisstudydelvesintotherelationshipbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildrenthroughacrosslaggeddesign.Theresultsindicatethatthegrowthofvocabularyknowledgehasasignificantimpactontheimprovementofreadingcomprehensionability,andtheenhancementofreadingcomprehensionabilityalsopromotestheaccumulationofvocabularyknowledge.Thisresultprovidesanimportantbasisforustounderstandthedynamicinteractionbetweenvocabularyknowledgeandreadingcomprehension.本研究發(fā)現(xiàn)詞匯知識的增長對閱讀理解能力的提升具有預測作用。這與前人的研究一致，強調(diào)了詞匯知識在閱讀理解中的重要性。詞匯是語言的基礎，是理解和表達信息的關鍵。擁有豐富的詞匯知識可以幫助兒童更好地理解文本內(nèi)容，提高閱讀速度和準確性。因此，在小學階段，加強對詞匯知識的教學和訓練至關重要。Thisstudyfoundthatthegrowthofvocabularyknowledgehasapredictiveeffectontheimprovementofreadingcomprehensionability.Thisisconsistentwithpreviousresearch,emphasizingtheimportanceofvocabularyknowledgeinreadingcomprehension.Vocabularyisthefoundationoflanguageandthekeytounderstandingandexpressinginformation.Havingrichvocabularyknowledgecanhelpchildrenbetterunderstandtextcontent,improvereadingspeedandaccuracy.Therefore,itiscrucialtostrengthentheteachingandtrainingofvocabularyknowledgeinprimaryschool.本研究還發(fā)現(xiàn)閱讀理解能力的增強會促進詞匯知識的積累。這一結(jié)果揭示了閱讀理解與詞匯知識之間的雙向關系。一方面，通過閱讀，兒童可以接觸到更多的詞匯和表達方式，從而擴大詞匯量；另一方面，隨著閱讀理解能力的提高，兒童可以更好地理解和運用所學詞匯，進一步鞏固和拓展詞匯知識。因此，在閱讀教學中，應注重培養(yǎng)兒童的閱讀興趣和習慣，引導他們通過閱讀積累詞匯知識。Thisstudyalsofoundthattheenhancementofreadingcomprehensionabilitypromotestheaccumulationofvocabularyknowledge.Thisresultrevealsabidirectionalrelationshipbetweenreadingcomprehensionandvocabularyknowledge.Ontheonehand,throughreading,childrencanbeexposedtomorevocabularyandexpressions,therebyexpandingtheirvocabulary;Ontheotherhand,withtheimprovementofreadingcomprehensionability,childrencanbetterunderstandandapplythevocabularytheyhavelearned,furtherconsolidatingandexpandingtheirvocabularyknowledge.Therefore,inreadingteaching,attentionshouldbepaidtocultivatingchildren'sreadinginterestandhabits,guidingthemtoaccumulatevocabularyknowledgethroughreading.本研究的結(jié)果還為我們提供了關于詞匯知識與閱讀理解關系的新的視角。以往的研究往往將詞匯知識和閱讀理解視為孤立的因素，而本研究則通過交叉滯后設計揭示了它們之間的動態(tài)交互作用。這一發(fā)現(xiàn)對于指導教學實踐具有重要意義。在教學過程中，教師應注重詞匯知識與閱讀理解的相互促進，通過豐富多樣的教學方法和手段，幫助兒童在掌握詞匯知識的同時提高閱讀理解能力。Theresultsofthisstudyalsoprovideuswithanewperspectiveontherelationshipbetweenvocabularyknowledgeandreadingcomprehension.Previousstudiesoftenviewedvocabularyknowledgeandreadingcomprehensionasisolatedfactors,whilethisstudyrevealedtheirdynamicinteractionthroughcrosslaggeddesign.Thisdiscoveryisofgreatsignificanceforguidingteachingpractice.Intheteachingprocess,teachersshouldpayattentiontothemutualpromotionbetweenvocabularyknowledgeandreadingcomprehension,andhelpchildrenimprovetheirreadingcomprehensionabilitywhilemasteringvocabularyknowledgethroughdiverseteachingmethodsandmeans.本研究還存在一定的局限性。樣本量相對較小，可能無法完全代表整個小學階段的兒童群體。未來研究可以通過擴大樣本量來提高結(jié)果的普適性。本研究主要關注了詞匯知識與閱讀理解之間的關系，未涉及其他可能影響閱讀理解的因素，如背景知識、閱讀動機等。未來研究可以進一步探討這些因素對閱讀理解的影響及其與詞匯知識之間的關系。Thisstudystillhascertainlimitations.Thesamplesizeisrelativelysmallandmaynotfullyrepresenttheentirepopulationofchildreninprimaryschool.Futureresearchcanimprovetheuniversalityofresultsbyexpandingthesamplesize.Thisstudymainlyfocusesontherelationshipbetweenvocabularyknowledgeandreadingcomprehension,anddoesnotinvolveotherfactorsthatmayaffectreadingcomprehension,suchasbackgroundknowledgeandreadingmotivation.Futureresearchcanfurtherexploretheimpactofthesefactorsonreadingcomprehensionandtheirrelationshipwithvocabularyknowledge.本研究通過交叉滯后設計揭示了小學兒童詞匯知識與閱讀理解之間的動態(tài)交互作用。結(jié)果表明，詞匯知識的增長對閱讀理解能力的提升具有預測作用，同時閱讀理解能力的增強也會促進詞匯知識的積累。這一發(fā)現(xiàn)對于指導教學實踐具有重要意義，提示我們在教學過程中應注重詞匯知識與閱讀理解的相互促進，幫助兒童全面提高閱讀能力。Thisstudyrevealedthedynamicinteractionbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildrenthroughacrosslaggeddesign.Theresultsindicatethatthegrowthofvocabularyknowledgehasapredictiveeffectontheimprovementofreadingcomprehensionability,andtheenhancementofreadingcomprehensionabilityalsopromotestheaccumulationofvocabularyknowledge.Thisdiscoveryisofgreatsignificanceforguidingteachingpractice,suggestingthatweshouldpayattentiontothemutualpromotionofvocabularyknowledgeandreadingcomprehensionintheteachingprocess,andhelpchildrencomprehensivelyimprovetheirreadingability.六、結(jié)論Conclusion本研究通過交叉滯后設計，深入探討了小學兒童詞匯知識與閱讀理解之間的動態(tài)關系。經(jīng)過一系列的數(shù)據(jù)收集與分析，我們得出以下Thisstudyexploresthedynamicrelationshipbetweenvocabularyknowledgeandreadingcomprehensioninprimaryschoolchildrenthroughacrosslaggeddesign.Afteraseriesofdatacollectionandanalysis,wehavecometothefollowingconclusion:詞匯知識對閱讀理解具有顯著預測作用。這一發(fā)現(xiàn)與先前的研究結(jié)果相一致，進一步證實了詞匯知識在閱讀理解中的重要性。詞匯是構(gòu)成語言的基礎，豐富的詞匯知識有助于兒童更準確地理解文本中的信息，從而提高閱讀效率。Vocabularyknowledgehasasignificantpredictiveeffectonreadingcomprehension.Thisdiscoveryisconsistentwithpreviousresearchfindings,furtherconfirmingtheimportanceofvocabularyknowledgeinreadingcomprehension.Vocabularyisthefoundationoflanguage,andrichvocabularyknowledgehelpschildrenunderstandtheinformationinthetextmoreaccurately,therebyimproving