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ERIC Number: EJ983165
Record Type: Journal
Publication Date: 2012-Nov
Pages: 23
Abstractor: As Provided
Reference Count: 104
ISBN: N/A
ISSN: ISSN-0020-4277
Relationships of General Vocabulary, Science Vocabulary, and Student Questioning with Science Comprehension in Students with Varying Levels of English Proficiency
Taboada, Ana
Instructional Science: An International Journal of the Learning Sciences, v40 n6 p901-923 Nov 2012
This study investigated the influence of general vocabulary knowledge, science vocabulary knowledge, and text based questioning on the science reading comprehension of three types of students who varied in their English language proficiency. Specifically, grade 5 English-Only speakers, English Language Learners in the United States, and students learning English as a Foreign Language in a Spanish-speaking country were compared across the aforementioned variables to examine their relationship to reading comprehension. Findings indicated that general vocabulary, science vocabulary, and questioning contributed significant variance to the explanation of science reading comprehension. However, no particular variable was found to interact with language proficiency in their contribution to science reading comprehension. Findings are discussed in terms of the roles that each variable could play in content area comprehension. Implications for content-area literacy instruction of second-language students are considered.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States