NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Designing for Diversity: The Role of Reading Strategies and Interactive Vocabulary in a Digital Reading Environment for Fifth-Grade Monolingual English and Bilingual Students
Peer reviewed Peer reviewed
Direct linkDirect link
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
The Relationship between Cognate Awareness and English Comprehension among Spanish-English Bilingual Fourth Grade Students
Peer reviewed Peer reviewed
Direct linkDirect link
Proctor, C. Patrick; Mo, Elaine – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2009
This study was designed to investigate the effect of English reading comprehension on cognate knowledge among a sample of Spanish-speaking bilinguals alongside their monolingual English-speaking counterparts. In order to understand this developmental relationship, the effects of English reading comprehension were controlled in regression analyses,…
Descriptors: Reading Comprehension, Bilingual Students, Reading Achievement, Monolingualism
Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Environment With Embedded Strategy Instruction and Vocabulary Support
Peer reviewed Peer reviewed
Direct linkDirect link
Proctor, C. Patrick; Dalton, Bridget; Grisham, Dana L. – Journal of Literacy Research, 2007
As interest and concern rise in U.S. educational circles around the reading achievement of English language learners (ELLs) and struggling readers, researchers and practitioners alike are calling for the increased use of technology as a means to decrease achievement gaps in reading (Jimenez, 2003; Strangman & Dalton, 2005). In this article, we…
Descriptors: Reading Comprehension, Speech Communication, Reading Achievement, Second Language Learning
Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Proctor, C. Patrick; Carlo, Maria; August, Diane; Snow, Catherine – Journal of Educational Psychology, 2005
A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included…
Descriptors: Goodness of Fit, Vocabulary Development, Spanish Speaking, Oral Language
Literacy Development in Elementary School Second-Language Learners
Peer reviewed Peer reviewed
Direct linkDirect link
August, Diane; Snow, Catherine; Carlo, Maria; Proctor, C. Patrick; Rolla de San Francisco, Andrea; Duursma, Elisabeth; Szuber, Anna – Topics in Language Disorders, 2006
This article describes a series of studies that examine the development of literacy in elementary school Spanish-speaking second-language learners. Findings from the research that addresses our first question-regarding cross-language relationships-indicate that first-language reading skills are related to second-language reading skills, but that…
Descriptors: Vocabulary, Spelling, Reading Skills, Emergent Literacy