Predictors of reading comprehension for struggling readers
The case of Spanish-speaking language minority learners.
Datos Bibliográficos
| ID | 23341981 |
|---|---|
| Autores | Jeannette Mancilla‐Martinez (0000-0002-0036-3907, University of Illinois Chicago), Nonie K Lesaux (0000-0003-3555-3900, University of Illinois Chicago) |
| Año | 2010 |
| Volumen | 102 |
| Número | 3 |
| Páginas | 701-711 |
| Fecha de publicación | 2010-08-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Educational Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Editorial | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0019135 |
| PMID | 20856691 |
| PMCID | PMC2941150 |
| OpenAlex | W2120917629 |
| Idioma | EN |
| Citas recibidas | 72 |
| Referencias citadas | 19 |
This longitudinal study examined the process of English reading comprehension at age 11 for 173 low achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5) to pre-adolescence (age 11), in vocabulary and word reading skills on this complex process were evaluated using structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below grade level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities.
Comprehension · Developmental psychology · Latent growth modeling · Linguistics · Longitudinal study · Mathematics education · Reading (process) · Reading comprehension · Structural equation modeling · Teaching method · Vocabulary · Vocabulary development · Word recognition · Cognitive and developmental aspects of mathematical skills · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development
The relationship between metalinguistic awareness and reading fluency in elementary school children
Bringing Assessment-to-Instruction (A2i) technology to scale
Early elementary grade dual language learners from Spanish-speaking homes struggling with English reading comprehension
For US Students, L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too
Examining the Simple View of Reading Model for United States High School Spanish Students
Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment
The home literacy environment and Latino head start children's emergent literacy skills
Developmental trajectories of preschool early literacy skills
Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background
Understanding the Relations between the Component Skills of Reading Comprehension among English Language Learners from Kenya
Comparative study of game-based learning on preschoolers’ English vocabulary acquisition in Taiwan
Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing
The reading profiles of late elementary English learners with and without risk for dyslexia
Thinking about numbers in different tongues
First and second language vocabulary affect early second language reading comprehension development
Explaining reading variance by student subgroup
Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents
Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities
Emergent Bilinguals With Specific Reading Comprehension Deficits
Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms
Early Cognitive Precursors of Children's Mathematics Learning Disability and Persistent Low Achievement
Can readability formulae adapt to the changing demographics of the UK school-aged population? A study on reading materials for school-age bilingual readers
The role of vocabulary and decoding language skills in reading comprehension
Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills Among Spanish-Speaking English Language Learners
The Case of Chichewa and English in Malawi
Same program, distinctive development
Contributions of language-specific and metacognitive skills to science reading comprehension of middle school English learners
Linguistic interdependence between Spanish language and English language and reading
Translanguaging to support emergent bilingual students in English dominant preschools
Examining linguistic interactions of dual language learners using the Language Interaction Snapshot (LISn)
Impacts of a literacy-focused preschool curriculum on the early literacy skills of language-minority children
Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds
Individual Growth and Development Indicators-Español
Sing it or speak it
Correlates of reading comprehension and word-problem solving skills of Spanish-speaking dual language learners
Classroom-based English exposure and English Language Learners’ expressive language skills
Change in language and literacy knowledge for Spanish–English dual language learners at school-entry
Cross-language associations in the development of preschoolers’ receptive and expressive vocabulary
Examining language and early numeracy skills in young Latino dual language learners
Pilot test of the Hablemos Juntos Tier 2 academic language curriculum for Spanish-speaking preschoolers
Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs
Bilingual children’s vocabulary skills at 5 years predict reading comprehension development within, not across, languages
Language growth trajectories
Semantic priming and reading skills among Spanish-speaking dual language learners
Bi-literacy and motivation as predictors of bilingual students’ talk during classroom discussion
Character and child factors contribute to character recognition development among good and poor Chinese readers from grade 1 to 6
Relations between oral language skills and English reading achievement among Spanish–English bilingual children
Exploring reading profiles of rural school students
Development and transfer of vocabulary knowledge in Spanish-speaking language minority preschool children
Heterogeneity in the trajectories of US Latine mothers’ dual-language input from infancy to preschool
L1 and L2 contributions to English reading in middle school struggling readers
Change in home language environment and English literacy achievement over time
Examining differential item functioning trends for English language learners in a reading test
Language Dominance and the School Readiness of Preschool-Age Spanish-English Dual Language Learners
Reading Anxiety, Engagement, and Achievement
Sound Stories
Expanding the Knowledge Base in Literacy Instruction and Assessment
A Longitudinal Investigation of Directional Relations Between Domain Knowledge and Reading in the Elementary Years
Beyond Vocabulary
Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish‐Speaking Readers
Teaching Bilingual Learners
Beyond the Simple View of Reading
English Learners’ Acquisition of Academic Vocabulary
Teachers' Instruction and Students' Vocabulary and Comprehension
How the Science of Reading Informs 21st‐Century Education
Converging Trajectories
Organizing English Learner Instruction in New Immigrant Destinations
Word Generation Randomized Trial
Development of Reading Comprehension in Bilingual and Monolingual Children-Effects of Language Exposure
Academic Vocabulary Knowledge and Reading Comprehension Skills Among Seventh-Graders in Arabic as L1
L2 Reading Comprehension and Its Correlates
Learning to Read the Great Debate
Applied Longitudinal Data Analysis
The Connections Between Language and Reading Disabilities
The simple view of reading
Native Spanish-Speaking Children Reading in English
School Dropouts
The intriguing role of spanish language vocabulary knowledge in predicting English reading comprehension.
Language Deficits in Poor Comprehenders
Vocabulary Development
Estimating root word vocabulary growth in normative and advantaged populations
Decoding, Reading, and Reading Disability
Leveling the Playing Field
Beginning to Read
Closing the gap
Language proficiency and reading ability in first‐ and second‐language learners
Factors Influencing the English Reading Test Performance of Spanish-Speaking Hispanic Children
Acquisition of Reading in a Second Language
Developing Literacy in Second-Language Learners
Vocabulary Tricks
| Obras citantes distintas | 72 |
|---|---|
| Citas por año | 4,8 |
| Intervalo de citas | 2011 - 2026 (16) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 64 |