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Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners
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Phillips Galloway, Emily; Uccelli, Paola; Aguilar, Gladys; Barr, Christopher D. – AERA Open, 2020
In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and…
Descriptors: Contrastive Linguistics, Spanish, Academic Language, Language Skills
Toward Biliteracy: Unpacking the Contribution of Mid-Adolescent Dual Language Learners' Spanish and English Academic Language Skills to English Reading Comprehension
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Aguilar, Gladys; Uccelli, Paola; Galloway, Emily Phillips – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2020
Academic language skills support mid-adolescents' comprehension of the language of school texts. To date, scarce research has explored associations between dual academic language skills and reading comprehension among mid-adolescent dual language immersion (DLI) students. This study examined individual differences in Spanish and English academic…
Descriptors: Literacy, Bilingualism, Spanish, English (Second Language)
Improving Comprehension Online: Effects of Deep Vocabulary Instruction with Bilingual and Monolingual Fifth Graders
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Proctor, C. Patrick; Dalton, Bridget; Uccelli, Paola; Biancarosa, Gina; Mo, Elaine; Snow, Catherine; Neugebauer, Sabina – Reading and Writing: An Interdisciplinary Journal, 2011
This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention that targeted both English-speaking and Spanish-English-speaking students. Two hundred forty students, 49% of whom were Spanish-English bilinguals, participated in the 16-week intervention. Intervention students…
Descriptors: Control Groups, Intervention, Vocabulary, Reading Strategies
Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students
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Dalton, Bridget; Proctor, C. Patrick; Uccelli, Paola; Mo, Elaine; Snow, Catherine E. – Journal of Literacy Research, 2011
This study examined the relative contribution of reading comprehension strategies and interactive vocabulary in Improving Comprehension Online (ICON), a universally designed web-based scaffolded text environment designed to improve fifth-grade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31…
Descriptors: Reading Comprehension, Bilingual Students, Speech Communication, Reading Achievement