Investigating the Longitudinal and Concurrent Relationships between Polysemous Word Knowledge and Reading Comprehension among Spanish-English Bilingual Middle School Students

Autor/inn/en	Logan, J. Kenneth; Kieffer, Michael J.
Titel	Investigating the Longitudinal and Concurrent Relationships between Polysemous Word Knowledge and Reading Comprehension among Spanish-English Bilingual Middle School Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 2, S.301-335 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Logan, J. Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10071-z
Schlagwörter	Reading Comprehension; Longitudinal Studies; Grade 7; Grade 8; Standardized Tests; Vocabulary Skills; Decoding (Reading); Reading Tests; Academic Language; Comparative Analysis; Semantics; Bilingualism; Spanish; English (Second Language); Second Language Learning; Middle School Students; Correlation + Suchen Sie Ihr Suchwort? Leseverstehen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Standadised tests; Standardisierter Test; Aktiver Wortschatz; Dekodierung; Lesetest; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Semantik; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation
Abstract	This study investigates the concurrent and longitudinal relationships between polysemous word knowledge and reading comprehension among bilingual students (n = 107) followed from seventh to eighth grade. Standardized tests were used to measure decoding skills, broad vocabulary knowledge, and reading comprehension. Data about students' polysemous word knowledge were collected using the Polysemous Word Test, an assessment designed to investigate students' abilities to recognize the academic senses of words that also have casual, everyday meanings. The study provides longitudinal evidence that students' knowledge of the academic senses of familiar words contributes to their future reading comprehension. Results from hierarchical multiple regression analyses indicated that students with better polysemous word knowledge in seventh grade show higher levels of grade eight reading comprehension, controlling for grade seven reading comprehension and other skills, compared to students with weaker polysemous word knowledge. Reading comprehension was found to predict polysemous knowledge in both seventh and eighth grade as well as between seventh and eighth grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01