Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners.
Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish-speaking Language Minority Learners.
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阅读困难的读者的阅读理解预测因素：西班牙语少数族裔学习者的案例。
DOI：
10.1037/a0019135
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发表时间：
2010
影响因子：
4.9
通讯作者：
Lesaux,NonieK
中科院分区：
文献类型：
--
作者：
Mancilla-Martinez,Jeannette;Lesaux,NonieK
这项纵向研究探讨了英语阅读理解的过程中，在11岁的173个低成就讲西班牙语的儿童。从幼儿期（4.5岁）到青春期前（11岁），词汇量和单词阅读技能的增长率对这个复杂的过程的影响进行了评估与结构方程模型。单词阅读准确性和生产性词汇的标准化措施，每年管理，在英语和西班牙语，英语阅读理解措施，在11岁时进行管理。潜在增长曲线分析表明，英语技能解释了英语阅读理解结果的所有独特变量。此外，预期的发展变化的影响，文字阅读和词汇技能随着时间的推移没有显示，可能是由于学生的低于年级水平的阅读理解成绩。这项工作强调了理解的理论模型来解释学生的技能和能力的必要性。（PsycInfo数据库记录（c）2016阿帕，保留所有权利）
This longitudinal study examined the process of English reading comprehension at age 11 years for 173 low-achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5 years) to pre-adolescence (age 11 years), in vocabulary and word reading skills on this complex process were evaluated with structural equation modeling. Standardized measures of word reading accuracy and productive vocabulary were administered annually, in English and Spanish, and English reading comprehension measures were administered at age 11 years. Latent growth curve analyses revealed that English skills accounted for all unique variance in English reading comprehension outcomes. Further, expected developmental shifts in the influence of word reading and vocabulary skills over time were not shown, likely on account of students' below-grade-level reading comprehension achievement. This work underscores the need for theoretical models of comprehension to account for students' skill profiles and abilities.(PsycINFO Database Record (c) 2016 APA, all rights reserved)