Direct and Indirect Effects of Executive Functions, Reading Engagement, and Higher Order Strategic Processes in the Reading Comprehension of Dual Language Learners and English Monolinguals

Autor/inn/en	Taboada Barber, Ana; Cartwright, Kelly B.; Stapleton, Laura; Klauda, Susan Lutz; Archer, Casey; Smith, Peet
Titel	Direct and Indirect Effects of Executive Functions, Reading Engagement, and Higher Order Strategic Processes in the Reading Comprehension of Dual Language Learners and English Monolinguals
Quelle	(2020), (78 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Executive Function; Reading Motivation; Reading Comprehension; Second Language Learning; Bilingual Students; Bilingualism; Monolingualism; English; Spanish; Reading Achievement; Elementary School Students; Predictor Variables; Low Income Students; Reading Tests; Achievement Tests; Decoding (Reading); Vocabulary; Oral Language; Inferences; Short Term Memory; Inhibition; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Lesemotivation; Leseverstehen; Zweitsprachenerwerb; Bilingualismus; English language; Englisch; Spanisch; Leseleistung; Prädiktor; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Dekodierung; Wortschatz; Oral interpretation; Mündlicher Sprachgebrauch; Inference; Inferenz; Kurzzeitgedächtnis; Hemmung
Abstract	Given concerns about the reading achievement of Dual Language Learners (DLLs) in comparison to English Monolinguals (EMs), this study examined individual difference variables contributing to English reading comprehension growth in Spanish-speaking DLLs and their EM counterparts in Grades 1-4. The participants, who included 578 DLLs and 412 EMs, were primarily from low-income backgrounds. They were assessed in the fall and spring of one school year on decoding, vocabulary, and oral language comprehension (established predictors of reading comprehension for DLLs and EMs); higher order strategic processes, executive functions, and reading engagement (understudied predictors for DLLs); and reading comprehension. Among the key findings were that each of the three understudied predictors was associated with reading comprehension growth over the school year, over and above the contributions of the established predictors, in both language groups. Additionally, higher order strategic processes partially mediated the relations of executive functioning in the fall with reading comprehension in the spring for both DLLs and EMs. Theoretical and practical implications of the findings for understanding and strengthening the reading achievement of all students are considered. [This paper was published in "Contemporary Educational Psychology" v61 Article 101848 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01