Literaturnachweis - Detailanzeige
| Autor/inn/en | Proctor, C. Patrick; Silverman, Rebecca D.; Harring, Jeffrey R.; Montecillo, Christine |
|---|---|
| Titel | The Role of Vocabulary Depth in Predicting Reading Comprehension among English Monolingual and Spanish-English Bilingual Children in Elementary School |
| Quelle | In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 7, S.1635-1664 (30 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0922-4777 |
| DOI | 10.1007/s11145-011-9336-5 |
| Schlagwörter | Vocabulary; Reading Comprehension; English; Spanish; Monolingualism; Bilingualism; Elementary School Students; Grade 2; Grade 3; Grade 4; Morphology (Languages); Semantics; Syntax; Prediction |
| Abstract | The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2-4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a Mid-Atlantic district and 3 schools in a Northeastern school district participated in the study and were assessed at the beginning and end of one school year on a wide variety of language and literacy measures. Bilingual children were assessed in English and Spanish. A latent difference score model that assessed change in a latent indicator of English reading comprehension from Time 1 (Fall) to Time 2 (Spring) was tested with results showing that vocabulary depth measures made significant contributions to initial status, but not change, in reading comprehension over and above between-subjects factors (grade, ethnicity, language status) and baseline control within-subject factors (word identification and vocabulary breadth). There was no added contribution of Spanish language measures to English reading comprehension among the bilingual 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 | 2017/4/10 |
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