Literaturnachweis - Detailanzeige
| Autor/inn/en | Shahar-Yames, Daphna; Prior, Anat |
|---|---|
| Titel | The Challenge and the Opportunity of Lexical Inferencing in Language Minority Students |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 5, S.1109-1132 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Prior, Anat) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-018-9830-0 |
| Schlagwörter | Language Minorities; Second Language Learning; Vocabulary Development; Accuracy; Inferences; Reading Processes; Reading Comprehension; Nonverbal Ability; Native Language; Semitic Languages; Russian; Grade 5; Elementary School Students; Comparative Analysis; Language Proficiency; Reading Tests; Regression (Statistics) |
| Abstract | Lexical inferencing from text is a powerful tool for vocabulary and reading comprehension enhancement. Lexical inferencing relies on the pre-requisite skills of reading and existing vocabulary, and is also linked to non-verbal inferencing abilities and reading comprehension. In this study, we examined whether Fifth-grade Russian-speaking language minority (LM) students might exhibit reduced lexical inferencing abilities in comparison to their native Hebrew-speaking (NH) peers, due to their reduced proficiency in the societal language. Participants completed a measure of lexical inferencing during text reading, and measures of underlying skills, including vocabulary, word reading accuracy, reading comprehension and non-verbal inferencing. As a group, LM students demonstrated comparable lexical inferencing abilities to those of their NH peers despite significantly lower vocabulary knowledge in vocabulary. Two explanations are suggested; first, although LM students had reduced vocabulary, they were nonetheless above the vocabulary threshold required for text comprehension. Second, the regression analyses revealed that non-verbal inferencing explained unique variance only in the LM group, demonstrating that they recruited language-external resources to support lexical inferencing. The current results show that lexical inferencing can serve as a powerful tool for promoting reading comprehension and vocabulary, domains that are points of weakness for language minority students. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
