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How Does Word Knowledge Facilitate Reading Comprehension in a Second Language? A Longitudinal Study in Chinese Primary School Children Learning English
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Qiuzhi Xie; Yuyang Cai; Susanna Siu-sze Yeung – Reading and Writing: An Interdisciplinary Journal, 2024
This study aims to advance our understanding of the role of word knowledge in second language (L2) reading comprehension by exploring whether morphological awareness and vocabulary assessed one year ago contribute to decoding and listening comprehension which in turn contribute to reading comprehension in Chinese children learning English as an…
Descriptors: Reading Comprehension, Vocabulary Skills, English (Second Language), Second Language Learning
The Importance of Theory of Mind in Oral and Reading Comprehension in Emergent Bilingual Students
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Taboada Barber, Ana; Vizcaya-Jofré, Francisca; Klauda, Susan Lutz – Grantee Submission, 2021
Theory of Mind (ToM), as a relevant aspect in children's socio-cognitive development, has been widely studied. Some results have suggested that bilingual children have an advantage over their monolingual peers in development of ToM. However, there is less research regarding the predictive role of ToM in performance of oral and reading…
Descriptors: Theory of Mind, Oral Reading, Reading Comprehension, English (Second Language)
The Contributions of Oral and Silent Reading Fluency to Reading Comprehension
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Price, Katherine W.; Meisinger, Elizabeth B.; Louwerse, Max M.; D'Mello, Sidney – Reading Psychology, 2016
Silent reading fluency has received limited attention in the school-based literatures across the past decade. We fill this gap by examining both oral and silent reading fluency and their relation to overall abilities in reading comprehension in fourth-grade students. Lower-level reading skills (word reading, rapid automatic naming) and vocabulary…
Descriptors: Oral Reading, Silent Reading, Reading Fluency, Reading Comprehension
The Connection among Morphological, Phonological, Orthographic, and Processing Skills, and Reading
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Clark, Teixeira L. – ProQuest LLC, 2017
Research on morphological awareness has shown that it contributes to literacy outcomes. However, because of the way morphological awareness is traditionally measured, there is speculation that tasks may reflect cognitive flexibility, working memory, or some other type of executive processing, versus awareness of morphology. Further complicating…
Descriptors: Correlation, Morphology (Languages), Language Processing, Short Term Memory
Component Skills Affecting Elementary Students' Informational Text Comprehension
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Liebfreund, Meghan D.; Conradi, Kristin – Reading and Writing: An Interdisciplinary Journal, 2016
This study was conducted to examine the factors that influence informational text comprehension and to determine how these vary for students with higher and lower component skills. The sample included 177 students in grades 3-5. Regression analyses were used to predict informational text comprehension with decoding efficiency, vocabulary…
Descriptors: Elementary School Students, Componential Analysis, Nonfiction, Grade 3
Examining the Etiology of Reading Disability as Conceptualized by the Hybrid Model
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Erbeli, Florina; Hart, Sara A.; Wagner, Richard K.; Taylor, Jeanette – Scientific Studies of Reading, 2018
A fairly recent definition of reading disability (RD) is that in the form of a hybrid model. The model views RD as a latent construct that is manifested through various observable unexpected impairments in reading-related skills and through inadequate response to intervention. The current report evaluated this new conceptualization of RD from an…
Descriptors: Etiology, Reading Difficulties, Reading Programs, Response to Intervention