摘要：Since vocabulary knowledge was shown as one of the most important factors of text comprehension and academic achievement in previous research, the aim of the present study was to examine which level of vocabulary strength could best predict text comprehension in fourth- and the eighth-grade elementary school students. Herschel vocabulary test (1963) was applied as a measure of the active/passive recognition of word form/meaning. Active recall of the word form and passive recall of the word meaning were also measured. Text comprehension was assessed through answers on questions about text paragraphs selected from age-appropriate books. Results showed that active recall was the most difficult task of all, followed by passive recall, and active/passive recognition was the easiest task of all. Accordingly, the hypothesis of hierarchical organisation of word knowledge was supported. The best predictor of text comprehension was passive recall of word meaning in fourth as well as eighth-grade students.
