Academic Language as a Predictor Of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence from Chilean Early Adolescents

Autor/inn/en	Meneses, Alejandra; Uccelli, Paola; Santelices, María Verónica; Ruiz, Marcela; Acevedo, Daniela; Figueroa, Javiera
Titel	Academic Language as a Predictor Of Reading Comprehension in Monolingual Spanish-Speaking Readers: Evidence from Chilean Early Adolescents
Quelle	In: Reading Research Quarterly, 53 (2018) 2, S.223-247 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.192
Schlagwörter	Reading Achievement; Foreign Countries; Academic Discourse; Reading Comprehension; Item Response Theory; Test Theory; Reading Tests; Standardized Tests; Prediction; Spanish Speaking; Monolingualism; Reading Research; Case Studies; Reading Fluency; Scores; Grades (Scholastic); Factor Analysis; Test Reliability; Psychometrics; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Chile + Suchen Sie Ihr Suchwort? Leseleistung; Ausland; Discourse; Diskurs; Leseverstehen; Item-Response-Theorie; Testtheorie; Lesetest; Standadised tests; Standardisierter Test; Vorhersage; Leseforschung; Case study; Fallstudie; Case Study; Notenspiegel; Faktorenanalyse; Testreliabilität; Psychometry; Psychometrie; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Although literacy achievement has improved in Chile, adolescents' underperformance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that support reading comprehension across school content areas. Guided by an operational definition of Spanish CALS (S-CALS), three goals drove this study: to develop two psychometrically reliable tests, the S-CALS Instrument and the Spanish Academic Vocabulary (S-AVoc) Test; to explore the dimensionality of core academic-language proficiencies, as measured by these two tests; and to examine the contribution of core academic-language proficiencies to reading comprehension. A cross-sectional sample of 810 Chilean students (grades 4-8) participated in four assessments that measured standardized reading comprehension, word-reading fluency, Spanish academic vocabulary, and S-CALS. Using classical test theory and item response theory analyses, results yielded robust reliability evidence for both instruments. Consistent with prior research, S-CALS and academic vocabulary scores displayed upward trends in higher grades yet considerable within-grade variability. Confirmatory factor analysis revealed that S-CALS and S-AVoc were best conceptualized as part of a higher order construct, the Spanish core academic-language and vocabulary skills (S-CALVS). The aggregated S-CALVS scores predicted reading comprehension, beyond the contribution of grade, school factors, and word-reading fluency. This study advances our scientific understanding of CALS as relevant for adolescent literacy beyond the English language. The high-utility school-relevant language and vocabulary skills offer promising tools to inform and evaluate innovative reading comprehension interventions for Spanish-speaking adolescents. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01