Contributions of Language-Specific and Metacognitive Skills to Science Reading Comprehension of Middle School English Learners

Autor/inn/en	Ardasheva, Yuliya; Newcomer, Sarah N.; Firestone, Jonah B.; Lamb, Richard L.
Titel	Contributions of Language-Specific and Metacognitive Skills to Science Reading Comprehension of Middle School English Learners
Quelle	In: Bilingual Research Journal, 42 (2019) 2, S.150-163 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardasheva, Yuliya) ORCID (Lamb, Richard L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2019.1597774
Schlagwörter	Metacognition; Reading Comprehension; English Language Learners; English (Second Language); Middle School Students; Language Proficiency; Vocabulary Skills; Bilingual Students; Content Area Reading; Science Curriculum; Urban Schools; Self Efficacy; Memory; Learning Strategies; Earth Science; Academic Language; Washington + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseverstehen; English as second language; English; Second Language; Englisch als Zweitsprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Language skill; Language skills; Sprachkompetenz; Aktiver Wortschatz; Sinnerfassendes Lesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Self-efficacy; Selbstwirksamkeit; Gedächtnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Earth sciences; Geowissenschaften; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	This nonexperimental study examined academic performance profiles and contributions of language-specific and metacognitive skills to science reading comprehension of Grade 7 students of varied English proficiency. The sample included 204 regular education students, most of whom were English learners (ELs; 35 non-ELs, 86 current ELs, and 83 former ELs). Results of descriptive analyses highlighted strong academic performance by former ELs. Their overall academic profile was closer to that of non-ELs than to that of current ELs. Results of regression models indicated that, regardless of EL status, science vocabulary was the biggest predictor of science reading comprehension; academic vocabulary was not a significant predictor of science reading comprehension of current ELs above and beyond science vocabulary. Further, the results from the former EL model showed a marginally significant benefit of memory strategies above and beyond language-specific skills (R[superscript 2] = 0.06, p < 0.05). These findings suggest that an instructional focus on science-specific technical vocabulary is needed and that bilingual learners at different proficiency levels may draw on different skill sets to support their reading comprehension. Implications for practice, theory, and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01