NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1152801
Record Type: Journal
Publication Date: 2017-Oct
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0922-4777
Evaluating the Role of Polysemous Word Knowledge in Reading Comprehension among Bilingual Adolescents
Logan, J. Kenneth; Kieffer, Michael J.
Reading and Writing: An Interdisciplinary Journal, v30 n8 p1687-1704 Oct 2017
This study reports on the development of an assessment to measure bilingual adolescents' knowledge of polysemous vocabulary and explores the contribution of polysemous word knowledge to reading comprehension among those students. Spanish-English bilingual students in seventh grade (n = 107) completed a battery of standardized reading and language measures along with a researcher-designed measure of their knowledge of the academic senses of words that also have casual, everyday meanings. Item-response theory analyses and correlational analyses provided validity evidence for the assessment. Regression analyses indicated that students' knowledge of academic senses of polysemous words predicted their reading comprehension, even after controlling for their knowledge of the casual sense of the same words, vocabulary breadth, and decoding skills. Findings suggest that comprehension of grade-level texts is uniquely predicted by the ability to recognize the meanings of familiar words when they appear in academic contexts.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A