Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades
The Design and Validation of the Core Academic Language Skills Construct and Instrument
Dados Bibliográficos
| ID | 4501941 |
|---|---|
| Autores | Christopher D Barr (0000-0001-5793-2579, Rice University, autor correspondente), Paola Uccelli (0000-0001-5818-2108, Harvard University), Emily Phillips Galloway (0000-0001-9654-9716, Vanderbilt University) |
| Ano | 2019 |
| Volume | 69 |
| Fascículo | 4 |
| Páginas | 978-1021 |
| Data de publicação | 2019-12-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Language Learning (JOURNAL) |
| Identificadores do periódico | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/lang.12365 |
| OpenAlex | W2949939613 |
| Idioma | EN |
| Citações recebidas | 23 |
| Referências citadas | 66 |
This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual English and bilingual students designated as English learners (N= 7,152) from the United States. The study investigated the dimensionality of the core academic language skills construct, the reliability and validity of the CALS Instrument, and the impact of school grade on students' performance in core academic language skills. Results revealed the assessment measure to be unidimensional and to discriminate performance by grade level. This study offers insight into the value of measuring cross-disciplinary school-relevant language proficiency, delineates skills to be targeted through instruction to support reading comprehension, and offers a tool to identify students who will benefit most from this instruction
Conceptualization · Construct (python library) · Construct validity · Developmental psychology · Discipline · Language assessment · Linguistics · Mathematics education · Pedagogy · Psychometrics · Reading (process) · Reading comprehension · Sociology · Artificial Intelligence · Cognitive and developmental aspects of mathematical skills · Computer Science · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
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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
The Language Demands of Analytical Reading and Writing at School
Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives
A promising intervention designed to improve EAL learners’ mathematics skills and associated academic language
The integration of content and language in CLIL
Building a foundation for reading success
Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals
Reading is a multidimensional construct at child-L2-English-literacy onset, but comprises fewer dimensions over time
The Long‐Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School
Vocabulary size and exposure to print predict mastery of connectives in teenage years
Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
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Connective Knowledge and Reading Comprehension in Upper Elementary Students
English Learners’ Acquisition of Academic Vocabulary
Toward a Science of Strengths‐Based Approaches to Reading for English Learners in K‐12 Schools
Effects of Heterogeneous Versus Homogeneous Grouping on English Learners’ Language and Literacy Development
Individual Variations in the Mastery of Discourse Connectives from Teenage Years to Adulthood
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Midadolescents' Language Learning at School
Corpus Linguistics
The Language of Schooling
Linguistic Features of the Language of Schooling
The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners
Bics and Calp
A not-so-simple view of reading
The Acquisition of Reading Comprehension Skill
Testing and refining the direct and inferential mediation model of reading comprehension.
Language Deficits in Poor Comprehenders
Properties of Spoken and Written Language
The Challenge of Academic Language
Estimating root word vocabulary growth in normative and advantaged populations
Decoding, Reading, and Reading Disability
Ways with Words
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‘To define means to say what you know about things’
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Academic Language Across Content Areas
Grammar as Resource
Constructing Social Identity
Genre Analysis
The Effectiveness and Ease of Implementation of an Academic Vocabulary Intervention for Linguistically Diverse Students in Urban Middle Schools
Beyond Vocabulary
Words as Tools
Developing linguistic literacy
| Obras citantes distintas | 23 |
|---|---|
| Citações por ano | 3,83 |
| Intervalo de citações | 2020 - 2026 (7) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 23 |