ERIC Number: EJ1038997
Record Type: Journal
Publication Date: 2013-Oct
Abstractor: As Provided
Reference Count: 57
Examining the Role of Vocabulary Depth, Cross-Linguistic Transfer, and Types of Reading Measures on the Reading Comprehension of Latino Bilinguals in Elementary School
Leider, Christine Montecillo; Proctor, C. Patrick; Silverman, Rebecca D.; Harring, Jeffrey R.
Reading and Writing: An Interdisciplinary Journal, v26 n9 p1459-1485 Oct 2013
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish-English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish-English bilingual students, are discussed.
Descriptors: Reading Comprehension, Vocabulary Development, Hispanic American Students, Elementary School Students, Bilingual Students, Reading Tests, Spanish, English, Language Proficiency, Oral Language, Models, Cloze Procedure, Literacy
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A090152