Mediation in the Relationship among EL Status, Vocabulary, and Science Reading Comprehension

Autor/inn/en	Ardasheva, Yuliya; Newcomer, Sarah N.; Firestone, Jonah B.; Lamb, Richard L.
Titel	Mediation in the Relationship among EL Status, Vocabulary, and Science Reading Comprehension
Quelle	In: Journal of Educational Research, 110 (2017) 6, S.665-674 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1175407
Schlagwörter	English Language Learners; Reading Comprehension; Reading Tests; Scores; Science Instruction; Vocabulary Development; Language Proficiency; Grade 7; Middle School Students; Urban Schools; Models; Statistical Analysis; Correlation; Academic Achievement; Academic Discourse; Language Tests; Measures (Individuals) + Suchen Sie Ihr Suchwort? Leseverstehen; Lesetest; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Analogiemodell; Statistische Analyse; Korrelation; Schulleistung; Discourse; Diskurs; Language test; Sprachtest; Messdaten
Abstract	The authors investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among English learners (ELs) of varied proficiency. The sample included 169 regular education Grade 7 students (86 current ELs; 83 former ELs) enrolled in 1 urban school in Pacific Northwest region of the United States. The results indicated that both vocabulary types--rarely explicitly taught at the secondary level--were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and statistically similar in size, yet, not sufficient to fully explain ELs' reading scores. Implications and directions for future research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01