ERIC Number: EJ1220468
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
Contributions of Language-Specific and Metacognitive Skills to Science Reading Comprehension of Middle School English Learners
Ardasheva, Yuliya; Newcomer, Sarah N.; Firestone, Jonah B.; Lamb, Richard L.
Bilingual Research Journal, v42 n2 p150-163 2019
This nonexperimental study examined academic performance profiles and contributions of language-specific and metacognitive skills to science reading comprehension of Grade 7 students of varied English proficiency. The sample included 204 regular education students, most of whom were English learners (ELs; 35 non-ELs, 86 current ELs, and 83 former ELs). Results of descriptive analyses highlighted strong academic performance by former ELs. Their overall academic profile was closer to that of non-ELs than to that of current ELs. Results of regression models indicated that, regardless of EL status, science vocabulary was the biggest predictor of science reading comprehension; academic vocabulary was not a significant predictor of science reading comprehension of current ELs above and beyond science vocabulary. Further, the results from the former EL model showed a marginally significant benefit of memory strategies above and beyond language-specific skills (R[superscript 2] = 0.06, p < 0.05). These findings suggest that an instructional focus on science-specific technical vocabulary is needed and that bilingual learners at different proficiency levels may draw on different skill sets to support their reading comprehension. Implications for practice, theory, and future research are discussed.
Descriptors: Metacognition, Reading Comprehension, English Language Learners, English (Second Language), Middle School Students, Language Proficiency, Vocabulary Skills, Bilingual Students, Content Area Reading, Science Curriculum, Urban Schools, Self Efficacy, Memory, Learning Strategies, Earth Science, Academic Language
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
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Washington
Grant or Contract Numbers: N/A