Early Elementary Grade Dual Language Learners from Spanish-speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills.
Early Elementary Grade Dual Language Learners from Spanish-speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills.
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DOI：
10.1037/edu0000402
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发表时间：
2020-07
影响因子：
4.9
通讯作者：
McClain JB
中科院分区：
文献类型：
--
作者：
Mancilla-Martinez J;Hwang JK;Oh MH;McClain JB
本研究调查了英语阅读理解结果的贡献者，主要是美国-出生于一年级和三年级（N = 73）的双语学习者（DLL），来自讲西班牙语的低收入家庭，在美国南部地区的英语教学学校上学，它正在经历学龄DLL入学率的历史性增长。我们调查了各种概念化的词汇，即英语，西班牙语，特别是西班牙语-英语概念得分接受词汇，在理解DLL的阅读理解的效用。我们首先研究了词汇的各种概念化和英语单词阅读之间是否存在明显的差距。然后，我们使用结构方程模型，研究了不同的词汇概念化对英语阅读理解的影响，解释了英语单词阅读技能。最后，我们研究了DLL的本地语言环境的潜在贡献。结果表明，英语单词阅读与词汇量之间的差距随着词汇概念化程度的不同而不同。此外，英语单词阅读成为儿童英语阅读理解的强大贡献者，接受性词汇没有显着影响，无论它是如何概念化的。最后，对DLL的母语使用实践的关注表明，生产性语言领域（即，儿童自己的家庭语言使用）可能代表来自西班牙语家庭的DLL中的英语阅读理解的重要贡献者。我们讨论了理论和实践的影响。
This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born first and third grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the U.S., which is experiencing historic rates of school-age DLL enrollment. We investigated the utility of various conceptualizations of vocabulary, namely English-only, Spanish-only, and specifically Spanish-English conceptually-scored receptive vocabulary, in understanding DLLs’ reading comprehension. We first examined whether a gap was evident between the various conceptualizations of vocabulary and English word reading. Then, using structural equation modeling, we investigated the influence of the various conceptualizations of vocabulary on English reading comprehension, accounting for English word reading skills. Finally, we examined the potential contributions of DLLs’ home language environments. Results revealed that the gap between English word reading and vocabulary varied as a function of the conceptualization of vocabulary. Further, English word reading emerged as the robust contributor to children’s English reading comprehension, with no significant influence of receptive vocabulary, regardless of how it was conceptualized. Finally, and contributing to a nascent area of research, attention to DLLs’ home language use practices suggests that the productive language domain (i.e., children’s own home language use) may represent an important contributor to English reading comprehension among DLLs from Spanish-speaking homes. We discuss theoretical and practical implications.
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DOI：
10.3102/0091732x12461772
发表时间：
2013-01-01
期刊：
REVIEW OF RESEARCH IN EDUCATION, VOL 37: EXTRAORDINARY PEDAGOGIES FOR WORKING WITHIN SCHOOL SETTINGS SERVING NONDOMINANT STUDENTS
影响因子：
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作者：
Bunch, George C.
通讯作者：
Bunch, George C.
DOI：
10.1044/1092-4388(2012/11-0016
发表时间：
2012-10-01
影响因子：
2.6
作者：
Hammer, Carol Scheffner;Komaroff, Eugene;Goldstein, Brian
通讯作者：
Goldstein, Brian
影响因子：
4.9
作者：
DURGUNOGLU, AY;NAGY, WE;HANCINBHATT, BJ
通讯作者：
HANCINBHATT, BJ
影响因子：
1.3
作者：
Gandara, Patricia;Mordechay, Kfir
通讯作者：
Mordechay, Kfir
影响因子：
4.2
作者：
Carlo, MS;August, D;White, CE
通讯作者：
White, CE