Reading Comprehension in Spanish by Quechua-Spanish Bilingual Children

Autor/inn/en	Junyent, Andrea; Fernández-Flecha, María
Titel	Reading Comprehension in Spanish by Quechua-Spanish Bilingual Children
Quelle	In: International Journal of School & Educational Psychology, 10 (2022) 1, S.105-117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Junyent, Andrea) ORCID (Fernández-Flecha, María)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1823914
Schlagwörter	Reading Comprehension; Spanish; American Indian Languages; Bilingual Students; Socioeconomic Influences; Student Characteristics; Language Usage; Receptive Language; Listening Comprehension; Reading Skills; Vocabulary Development; Indigenous Populations; Language Minorities; Student Diversity; Minority Group Students; Foreign Countries; Elementary School Students; Monolingualism; Decoding (Reading); Parent Background; Educational Attainment; Intelligence Tests; Verbal Ability; Peru; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Leseverstehen; Spanisch; Sozioökonomischer Faktor; Sprachgebrauch; Rezeptive Kommunikationsfähigkeit; Hörverständnis; Reading skill; Lesefertigkeit; Wortschatzarbeit; Sinti und Roma; Sprachminderheit; Ausland; Dekodierung; Elternhaus; Bildungsabschluss; Bildungsgut; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	This research analyzes data collected by the Young Lives project on childhood poverty. It addresses the effect of socio-demographic, individual, and linguistic variables -- focusing on the latter -- on reading comprehension in Spanish by 502 Peruvian Quechua-Spanish bilingual children aged 8 years. The regression model tested explained 46% of the variance found: beyond the effect of non-linguistic factors, receptive vocabulary -- followed by listening comprehension and reading accuracy -- played the most important role. The importance of specifically promoting vocabulary development in the classroom over skills related to decoding is underlined. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01