Revisiting the Traditional Conceptualizations of Vocabulary Knowledge as Predictors of Dual Language Learners' English Reading Achievement in a New Destination State

Autor/inn/en	Oh, Min Hyun; Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung
Titel	Revisiting the Traditional Conceptualizations of Vocabulary Knowledge as Predictors of Dual Language Learners' English Reading Achievement in a New Destination State
Quelle	44 (2023) 1, S.51-75 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oh, Min Hyun) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Vocabulary Development; Predictor Variables; Bilingual Education; Bilingual Students; English; Spanish; Reading Achievement; Reading Comprehension; Vocabulary Skills; Reading Skills; Expressive Language; Scores; Reading Tests; Achievement Tests; Receptive Language; Georgia; Indiana; South Carolina; Tennessee; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Prädiktor; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; Spanisch; Leseleistung; Leseverstehen; Aktiver Wortschatz; Reading skill; Lesefertigkeit; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rezeptive Kommunikationsfähigkeit
Abstract	The unprecedented growth of Spanish-English dual language learners (DLLs) in new destination states (e.g., Georgia, Indiana, South Carolina, Tennessee) calls for better understanding of the relation between their bilingual vocabulary skills and English reading achievement. The current study focused on school-age Spanish-English DLLs (N = 60) in Tennessee and explored how various vocabulary knowledge conceptualizations predict English reading comprehension achievement, controlling for English word reading skills and grade level. Vocabulary knowledge was assessed using monolingual (English-only and Spanish-only) and bilingual (conceptual and total) scoring methods. Results showed that, while DLLs performed below the national mean for English-only and Spanish-only vocabulary, they performed within the average to above-average range for bilingually scored conceptual vocabulary. More uniquely, the expressive vocabulary knowledge emerged as a robust predictor of English reading comprehension above and beyond the influence of English word reading skills. Findings suggest practical and theoretical value of bilingually driven vocabulary assessment approaches. As expected, bilingually scored vocabulary provided a more comprehensive understanding of DLLs' vocabulary knowledge by accounting for vocabulary knowledge in both Spanish and English, compared to monolingually scored vocabulary. We discuss theoretical and instructional implications, with a focus on asset-driven and scientific assessment understandings for supporting DLLs' vocabulary and reading achievement in new destination states. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01