RECEPTIVE AND EXPRESSIVE VOCABULARY AS A PREDICTOR OF LATER PERFORMANCE IN READING AND WRITING: ANALYSIS IN THE LIGHT OF THE COMPLEXITY PARADIGM

Abstract

This article aims to analyze vocabulary knowledge, both receptive and expressive, as a predictor of early learning of reading and writing. 44 children who were students in the first year of elementary school participated in the research. Data collection was carried out in two stages. The first occurred at the beginning of the school year, when the Vocabulary Test of the ABFW test and the Vocabulary Test by Pictures were applied to evaluate our independent variables. The second stage took place during the school year with the application of the Reading and Writing Test to evaluate performance in our dependent variables. The results, analyzed in the light of the Theory of Complex Adaptive Systems, showed in general that initially the positive and strong correlation (R 0.68 - p < 0.05 - 1st edition) loses predictive strength as the literacy process occurs (R 0.64 - p < 0.05 - 2nd edition; R 0.53 - p < 0.05 – 3rd edition; R 0.41 - p < 0.05 – 4th edition). In the complex set of variables that influence literacy, vocabulary knowledge can be considered an important predictor of early learning of reading and writing.