Examining the Role of English and Spanish Academic Vocabulary on English Reading Comprehension of English Learner Bilingual Students

Autor/in	Valenzuela, Vanessa Valeria
Titel	Examining the Role of English and Spanish Academic Vocabulary on English Reading Comprehension of English Learner Bilingual Students
Quelle	(2022), (73 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Riverside
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-7400-7
Schlagwörter	Hochschulschrift; Dissertation; Reading Achievement; English (Second Language); Second Language Learning; Second Language Instruction; Vocabulary Development; English Language Learners; Reading Comprehension; Longitudinal Studies; Spanish; Role; Bilingualism; Prediction; Elementary School Students; Immersion Programs; Bilingual Education Programs; Measures (Individuals); Grade 1; Grade 3; Expressive Language; Receptive Language + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Leseleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Wortschatzarbeit; Leseverstehen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Spanisch; Rollen; Bilingualismus; Vorhersage; Immersionsprogramm; Messdaten; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; Rezeptive Kommunikationsfähigkeit
Abstract	It is well-documented that there is a strong relationship between vocabulary and reading comprehension in school-age children. Limited vocabulary knowledge can impact a student's reading achievement, as may be the case for school-age English Learners (ELs). This study aims to analyze the role of vocabulary in predicting reading comprehension outcomes of English/Spanish emergent bilingual EL students. Secondary data analysis was conducted using a subset of longitudinal data collected as part of a federally funded grant. Analyses included two cohorts of elementary school students in dual immersion programs and examined their performance on vocabulary measures in English and Spanish and reading achievement in English. During the first wave of data collection, students were in first grade (n=63; Cohort 1) and third grade (n=61; Cohort 3). Descriptive statistics, correlations, and group means were examined for the differences in vocabulary and reading achievement between time points within each cohort of students. Hierarchical linear regressions reported the amount of variance that expressive and receptive vocabulary in English and Spanish contributed as predictors of English reading comprehension among each cohort of emergent bilingual students. Findings and implications are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01