The Importance of Theory of Mind in Oral and Reading Comprehension in Emergent Bilingual Students

Autor/inn/en	Taboada Barber, Ana; Vizcaya-Jofré, Francisca; Klauda, Susan Lutz
Titel	The Importance of Theory of Mind in Oral and Reading Comprehension in Emergent Bilingual Students
Quelle	58 (2021) 2, S.1-18 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0719-0409
Schlagwörter	Theory of Mind; Oral Reading; Reading Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Word Recognition; Vocabulary Skills; Social Development; Cognitive Development; Elementary School Students; Correlation; Prediction; Spanish Speaking; Grade 3; Grade 4; Instructional Program Divisions; Comparative Analysis; Standardized Tests; Reading Tests; Bilingualism; Hispanic American Students; Achievement Tests; Language Proficiency; Surveys; Neuropsychology; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Worterkennung; Aktiver Wortschatz; Soziale Entwicklung; Kognitive Entwicklung; Korrelation; Vorhersage; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Standadised tests; Standardisierter Test; Lesetest; Bilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung; Neuropsychologie
Abstract	Theory of Mind (ToM), as a relevant aspect in children's socio-cognitive development, has been widely studied. Some results have suggested that bilingual children have an advantage over their monolingual peers in development of ToM. However, there is less research regarding the predictive role of ToM in performance of oral and reading comprehension in elementary school students. This study evaluated a sample of 84 emergent bilingual, Spanish-speaking, third to fifth graders to identify the predictive role of ToM in their oral comprehension and reading comprehension in English, their second language, controlling for grade, vocabulary, and word identification. ToM was assessed using a test of other people's intentions, beliefs, and perspectives, along with recognition of emotions through facial expressions. For comprehension, standardized measures of oral and reading comprehension were used. The bivariate correlations and hierarchical linear regression analyses between ToM and each of the types of comprehension indicated a prediction of ToM in both types of comprehension when controlling statistically for grade, word identification, and vocabulary. This highlights the role of ToM in oral language and reading variables in emergent bilingual students and emphasizes its importance for teaching of reading for this population. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01