Language Skills and Reading Comprehension in English Monolingual and Spanish-English Bilingual Children in Grades 2-5

Autor/inn/en	Silverman, Rebecca D.; Proctor, C. Patrick; Harring, Jeffrey R.; Hartranft, Anna M.; Doyle, Brie; Zelinke, Sarah B.
Titel	Language Skills and Reading Comprehension in English Monolingual and Spanish-English Bilingual Children in Grades 2-5
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 28 (2015) 9, S.1381-1405 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9575-y
Schlagwörter	Language Skills; Reading Comprehension; Monolingualism; Bilingual Education; Spanish; English Instruction; Grade 2; Grade 3; Grade 4; Grade 5; Investigations; Cohort Analysis; Vocabulary Skills; Vocabulary Development; Morphology (Languages); Syntax; Word Recognition; Language Acquisition; Reading Achievement; Predictor Variables + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Leseverstehen; Bilingual teaching; Bilingualer Unterricht; Spanisch; English langauage lessons; Englischunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Untersuchung; Kohortenanalyse; Aktiver Wortschatz; Wortschatzarbeit; Morphology; Morphologie; Worterkennung; Sprachaneignung; Spracherwerb; Leseleistung; Prädiktor
Abstract	The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were Spanish-English bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and spring of each year. Growth modeling was used to estimate initial status on measures of vocabulary breadth, vocabulary depth, morphological awareness, and syntactic skill. A latent variable was created to capture the construct of reading comprehension, and growth modeling was used to estimate growth and ending status in latent reading comprehension. Analyses controlling for initial status in word recognition investigated relationships between initial status in language skills and growth and ending status in reading comprehension. Results showed that initial status on vocabulary breadth was related to growth in reading comprehension and initial status in vocabulary depth and syntactic skill were related to ending status in reading comprehension. Limitations and implications for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01