¿Es el vocabulario profundo una habilidad necesaria para la comprensión lectora en los primeros cursos de Educación Primaria?

Abstract

RESUMEN ¿Es el vocabulario profundo una habilidad necesaria para la comprensión lectora en los primeros cursos de Educación Primaria? Background: Vocabulary is considered a fundamental skill for reading comprehension. Traditionally, it has been understood as a person's quantity of lexical inputs. Nevertheless, recent studies present the importance of deep vocabulary, which is the ability to create semantic relationships between known words. The aim of this paper is to analyze the relationship between superficial and deep vocabulary and reading comprehension in the first grades of Primary Education. Method: 113 students in the first and the second grades of Primary Education were evaluated with a reading comprehension test (PROLEC-R), a sentence comprehension test (TECLE), a test to identify written words (PIPE), and two vocabulary tests (PPVT-III for superficial vocabulary and VOC-PEALE for deep vocabulary). Results: The data reveal a significant relationship between reading comprehension and vocabulary. In addition, the regression model carried out shows that deep vocabulary is a fundamental skill for reading comprehension, although with much lower levels than superficial vocabulary. Conclusions: The quality of the semantic relationships is discussed as a possible predictor of reading comprehension. The need to incorporate deep vocabulary.