Beyond Vocabulary
Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension
Dados Bibliográficos
| ID | 10721622 |
|---|---|
| Autores | Paola Uccelli (0000-0001-5818-2108, Harvard Graduate School of Education; Cambridge Massachusetts USA), Emily Phillips Galloway (0000-0001-9654-9716, Harvard Graduate School of Education; Cambridge Massachusetts USA), Christopher D Barr (0000-0001-5793-2579, University of Houston; Texas USA), Alejandra Meneses (0000-0002-6563-5117, Pontificia Universidad Católica de Chile; Santiago), Christina L Dobbs (0000-0002-1972-9251, Boston University; Massachusetts USA) |
| Ano | 2015 |
| Volume | 50 |
| Fascículo | 3 |
| Páginas | 337-356 |
| Data de publicação | 2015-07-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Reading Research Quarterly (JOURNAL) |
| Identificadores do periódico | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.104 |
| OpenAlex | W2120333823 |
| Idioma | EN |
| Citações recebidas | 79 |
| Referências citadas | 79 |
Despite a long-standing awareness of academic language as a pedagogically relevant research area, the construct of academic-language proficiency, understood as a more comprehensive set of skills than just academic vocabulary, has remained vaguely specified. In this study, we explore a more inclusive operationalization of an academic-language proficiency construct, core academic-language skills (CALS). CALS refers to a constellation of high-utility language skills hypothesized to support reading comprehension across school content areas. Using the Core Academic Language Skills Instrument (CALS-I), a theoretically grounded and psychometrically robust innovative tool, we first examined the variability in students' CALS by grade, English-proficiency designation, and socioeconomic status (SES). Then, we examined the contribution of CALS to reading comprehension using academic vocabulary knowledge, word reading fluency, and sociodemographic factors as covariates. A linguistically and socioeconomically diverse cross-sectional sample of 218 students (grades 4–6) participated in four assessments: the CALS-I, a standardized reading comprehension assessment (Gates–MacGinitie Reading Test), an academic vocabulary test (Vocabulary Association Test), and a word reading fluency test (Test of Silent Word Reading Fluency). General linear model analysis of variance revealed that CALS differed significantly by grade, English-proficiency designation, and SES, with students in higher grades, English-proficient students, and those from higher SES backgrounds displaying higher scores, on average. Hierarchical multiple regression analyses identified CALS as an independent predictor of reading comprehension, even after controlling for academic vocabulary knowledge, word reading fluency, and sociodemographic factors. By specifying a set of language skills associated with reading comprehension, this study advances our understanding of school-relevant language skills, making them more visible for researchers and educators
Fluency · Language proficiency · Linguistics · Mathematics education · Operationalization · Reading (process) · Reading comprehension · Test (biology) · Vocabulary · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
Children's Early Decontextualized Talk Predicts Academic Language Proficiency in Midadolescence
Cognitive Foundations of Learning from Testimony
Seven Elements Important to Successful Implementation of Early Literacy Intervention
The Role of Metalanguage and Metatalk in Syntactic Instruction
Interrelationships among parental reading attitudes, first-graders’ reading self-beliefs, and L2 Chinese reading performance
Improving writing without teaching it
An analysis of multilingual writing quality
A Practical Analytical Framework for Designing, Selecting and Examining Challenging Scientific Texts for Gifted Students
The effectiveness of visualization, auditory, kinesthetic and guided inquiry learning models on students writing skills
The Language of AI and Human Poetry
Differential codevelopment of vocabulary knowledge and reading comprehension for students with and without learning disabilities
Academic language and listening comprehension—Two sides of the same coin? An empirical examination of their dimensionality, relations to reading comprehension, and assessment modality
Not all sentences are created equal
Improvement in secondary school performance and successful educational actions
Pre-service teachers’ beliefs about linguistic and cultural diversity in schools
Text Complexity Modulates Cross-Linguistic Sentence Integration in L2 Reading
The Effects of Invented Spelling Instruction on Literacy Achievement and Writing Motivation
Teaching EFL reading in Senegal
Thorny issues with academic language
Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers
The potential of pedagogical translanguaging in English language and in English-medium content classes
A collaborative small-group discussion approach to improving fifth graders’ use of academic, relational, social, and emotional vocabulary
Elementary Classroom Vocabulary Experiences
Improving Academic Vocabulary for Adolescent Students With Disabilities
Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing
The Language Demands of Analytical Reading and Writing at School
Addressing language gaps to improve outcomes for students from low-SES backgrounds / Como abordar las brechas lingüísticas para mejorar el rendimiento de los estudiantes de NSE bajo
Scaffolding the academic language of complex text
Multidimensional morphological assessment for middle school students
Domain‐general and reading‐specific cognitive flexibility and its relation with other executive functions
Enchantment and Understanding in Philip Pullman’s His Dark Materials
Communicating about science and engineering practices and the nature of science
Examining the impacts of extended vocabulary instruction in mixed-English-proficiency science classrooms
Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives
Proficiency in English is a better predictor of educational achievement than English as an Additional Language (EAL)
A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language
Contributions of language-specific and metacognitive skills to science reading comprehension of middle school English learners
A meta-analysis of teacher language practices in early childhood classrooms
The interplay between academic writing abilities of Dutch undergraduate students, a remedial writing programme, and academic achievement
Building a foundation for reading success
Linguistic predictors of academic achievement amongst international students and home students in higher education
Exploring reading profiles of rural school students
The Association Between Socioeconomic Status and Oral Vocabulary in Young Children
Embodied activity enhances young children’s STEM comprehension and vocabulary acquisition
What does retelling ‘tell’ about children’s reading proficiency
Facilitating academic text-based discussions in initial teacher education
Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices
The influence of students' linguistic condition, school level, and pedagogical input on analytical essay features
Correlation and Prediction of Students’ Level of Reading Comprehension through Their Perception of the Application of Transition Words
Reflecting on embodied experience through an expert lens
Superordinate Precision
American Sign Language and Academic English
Breaking boundaries
Common Themes in Teaching Reading for Understanding
Academic Language Across Content Areas
Adolescent Learning of Academic Vocabulary in Iceland
Exploring teacher and student knowledge of sentence‐level language features
Dialogic literary gatherings in out-of-home care to overcome educational inequalities by improving school academic performance
Preservice teachers learning to integrate language within content instruction in dual language classrooms
Language and Words
Teaching ‘Register Overlap
Toward Biliteracy
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
Informing the Science of Reading
A Synthesis of Quantitative Research on Reading Programs for Secondary Students
When Treatment Adherence Matters
Broadening the Lens on the Science of Reading
Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades
Oral Language Intervention in Norwegian Schools Serving Young Language‐Minority Learners
Connective Knowledge and Reading Comprehension in Upper Elementary Students
Written Versus Oral Cues
Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish‐Speaking Readers
Teaching Bilingual Learners
How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
The Complex Terrain of Equity for Multilingual Learners in K–12 Education
Midadolescents' Language Learning at School
Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades
Amplifying and affirming students' voices through Cals-informed instruction
Disciplinary discourses
Language, Power and Pedagogy
Pattern Grammar
Corpus Linguistics
The Uses of Argument
The Language of Schooling
The simple view of reading
Linguistic Features of the Language of Schooling
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners
Awareness of the structure and meaning of morphologically complex words
The Language Demands of Science Reading in Middle School
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children
Bics and Calp
Predictors of reading comprehension for struggling readers
Properties of Spoken and Written Language
The Gap Between Spanish Speakers’ Word Reading and Word Knowledge
Beyond phonological skills
Word Knowledge in a Theory of Reading Comprehension
The Challenge of Academic Language
Estimating root word vocabulary growth in normative and advantaged populations
Decoding, Reading, and Reading Disability
Ways with Words
An Academic Formulas List
Between Support and Marginalisation
‘To define means to say what you know about things’
Cross-linguistic perspectives on the development of text-production abilities
Children's Difficulties in Text Comprehension
Morphing Into Adolescents
Grammar as Resource
Constructing Social Identity
Classroom discourse. The language of teaching and learning
If you look at
Comparing Narrative and Expository Text Construction Across Adolescence
Genre Analysis
A New Academic Word List
A Combined Corpus and Systemic-Functional Analysis of the Problem-Solution Pattern in a Student and Professional Corpus of Technical Writing
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
Closing the gap
Words as Tools
What's meaning got to do with it
Developing linguistic literacy
Lexical bundles in published and student disciplinary writing
Profiles of children with specific reading comprehension difficulties
The grammar of referential coherence as mental processing instructions
The Handbook of Educational Linguistics
| Obras citantes distintas | 79 |
|---|---|
| Citações por ano | 7,9 |
| Intervalo de citações | 2016 - 2026 (11) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 79 |