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Direct linkWood, Carla; Hoge, Rachel; Schatschneider, Christopher; Castilla-Earls, Anny – International Journal of Bilingual Education and Bilingualism, 2021
This study examines the response patterns of 288 Spanish-English dual language learners on a standardized test of receptive Spanish vocabulary. Investigators analyzed responses to 54 items on the "Test de Vocabulario en Imagenes" (TVIP) [Dunn, L. M., D. E. Lugo, E. R. Padilla, and L. M. Dunn. 1986. "Test de Vocabulario en Imganes…
Descriptors: Predictor Variables, Phonology, Item Analysis, Spanish
Download full textChiu, Y. D. – Remedial and Special Education, 2018
We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3.…
Descriptors: Reading Instruction, Reading Comprehension, Grade 3, Word Recognition
Pentimonti, Jill; O'Connell, Ann; Justice, Laura; Cain, Kate – Child Development, 2015
The purpose of this study was to empirically examine the dimensionality of language ability for young children (4-8 years) from prekindergarten to third grade (n = 915), theorizing that measures of vocabulary and grammar ability will represent a unitary trait across these ages, and to determine whether discourse skills represent an additional…
Descriptors: Child Development, Language Acquisition, Child Language, Language Skills
