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Educ. Sci. 2018, 8(4), 169; https://doi.org/10.3390/educsci8040169

When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary

1
Teaching and Learning, Peabody College, Vanderbilt University, Peabody #230, 230 Appleton Place, Nashville, TN 37203-5721, USA
2
Florida Center for Reading Research, Florida State University; 2010 Levy Ave., Suite 100, Tallahassee, FL 32310, USA
3
Department of Education and School Psychology, John Carroll University; 1 John Carroll Boulevard, University Heights, OH 44118, USA
*
Author to whom correspondence should be addressed.
Received: 1 September 2018 / Revised: 18 September 2018 / Accepted: 20 September 2018 / Published: 15 October 2018
(This article belongs to the Special Issue Vocabulary Development)
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Abstract

The history of vocabulary research has specified a rich and complex construct, resulting in calls for vocabulary research, assessment, and instruction to take into account the complex problem space of vocabulary. At the intersection of vocabulary theory and assessment modeling, this paper suggests a suite of modeling techniques that model the complex structures present in vocabulary data in ways that can build an understanding of vocabulary development and its links to instruction. In particular, we highlight models that can help researchers and practitioners identify and understand construct-relevant and construct-irrelevant aspects of assessing vocabulary knowledge. Drawing on examples from recent research and from our own three-year project to develop a standardized measure of language and vocabulary, we present four types of confirmatory factor analysis (CFA) models: single-factor, correlated-traits, bi-factor, and tri-factor models. We highlight how each of these approaches offers particular insights into the complex problem space of assessing vocabulary in ways that can inform vocabulary assessment, theory, research, and instruction. Examples include identifying construct-relevant general or specific factors like skills or different aspects of word knowledge that could link to instruction while at the same time preventing an overly-narrow focus on construct-irrelevant factors like task-specific or word-specific demands. Implications for theory, research, and practice are discussed. View Full-Text
Keywords: vocabulary; methods; confirmatory factor analysis vocabulary; methods; confirmatory factor analysis
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Goodwin, A.P.; Petscher, Y.; Reynolds, D.; Lantos, T.; Gould, S.; Tock, J. When Complexity Is Your Friend: Modeling the Complex Problem Space of Vocabulary. Educ. Sci. 2018, 8, 169.

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