Cognition, Engagement, and Motivation as Factors in the Reading Comprehension of Dual Language Learners and English Speakers: Unified or Distinctive Models?

Autor/inn/en	Taboada Barber, Ana; Lutz Klauda, Susan; Stapleton, Laura M.
Titel	Cognition, Engagement, and Motivation as Factors in the Reading Comprehension of Dual Language Learners and English Speakers: Unified or Distinctive Models?
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 33 (2020) 9, S.2249-2279 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10034-4
Schlagwörter	Cognitive Processes; Learner Engagement; Student Motivation; Reading Comprehension; English Language Learners; Predictor Variables; Native Speakers; Elementary School Students; Grade 4; Grade 5; Reading Achievement + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schulische Motivation; Leseverstehen; Prädiktor; Muttersprachler; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseleistung
Abstract	Previous studies offer mixed evidence regarding whether a unified model of reading comprehension predictors applies to Dual Language Learners (DLLs) and English Speakers (ESs), or whether distinctive models across language groups are empirically supported. The present study adds another dimension to this body of work by examining multiple reading engagement and motivation predictors alongside cognitive predictors of reading comprehension. The participants--188 DLLs and 166 ESs in the fourth and fifth grades--completed measures of word identification, linguistic comprehension, cognitive strategy use, internal motivation, and extrinsic motivation, and their teachers rated their reading engagement. Language status did not moderate the relations of any predictors with either concurrent reading comprehension performance or growth of reading comprehension across the school year, supporting a unified model of reading comprehension for DLLs and ESs. Word identification and linguistic comprehension showed the strongest relations with concurrent reading comprehension and growth. While the role of reading engagement was less prominent, it was demonstrated to be a plausible partial mediator of the relation of word identification with concurrent reading comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01