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Autor/inn/en | Hwang, HyeJin; McMaster, Kristen L.; Kendeou, Panayiota |
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Titel | A Longitudinal Investigation of Directional Relations between Domain Knowledge and Reading in the Elementary Years |
Quelle | In: Reading Research Quarterly, 58 (2023) 1, S.59-77 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-0553 |
DOI | 10.1002/rrq.481 |
Schlagwörter | Elementary School Students; Learning Processes; Reading; Short Term Memory; Cognitive Processes; Language Proficiency; English; Literacy; Reading Skills; Bilingualism; Monolingualism; Language Arts; Prior Learning; Children; Longitudinal Studies; Surveys; Reading Tests; Early Childhood Longitudinal Survey Learning process; Lernprozess; Leseprozess; Lesen; Kurzzeitgedächtnis; Cognitive process; Kognitiver Prozess; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Bilingualismus; Sprachkultur; Vorkenntnisse; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Lesetest |
Abstract | The present study tested the postulation that "knowledge begets reading, which begets knowledge." Using Random Intercepts Cross-Lagged Panel Models (RI-CLPM), we analyzed a U.S. nationally representative data set to examine the directionality and magnitude of the longitudinal relation between domain knowledge (operationalized as science domain knowledge) and reading throughout the elementary years (from kindergarten to fifth grade), while accounting for important covariates, such as working memory, cognitive flexibility, English language proficiency, basic literacy skills, and demographic information. Moreover, we conducted multi-group RI-CLPM analyses to examine whether language status (being bilingual or monolingual) moderates the longitudinal relation between domain knowledge and reading. The results showed that the relation between domain knowledge and reading is bidirectional and positive throughout the elementary years, providing empirical evidence that domain knowledge and reading may mutually enhance with each other. In addition, language status did not moderate the relation between domain knowledge and reading, suggesting that the directionality and magnitude of the relation were similar between bilingual and monolingual students. Taken together, the results have important implications for integrating content knowledge and English language arts core instruction in elementary grades. [For the corresponding grantee submission, see ED623594.] (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |