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Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing
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In: Front Psychol (2021)
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Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure
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Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective
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THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
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Friendship Across Cultures: Supporting Unaccompanied, International High School Students with Intercultural Friendships
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THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY
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Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors
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Abstract:
In this longitudinal project, 49 monolingual English-speaking students (EL1s) and 55 English Language Learners (ELLs) living in the Greater Toronto Area (GTA) were followed for two years (i.e., grades 4-6/5-7) across three testing points (Time 1 – Time 3). The overarching goal was to (1) examine the reading comprehension and vocabulary growth patterns of mid elementary EL1s and ELLs with varying levels of exposure to English; and (2) investigate the contribution of cognitive, linguistic, and sociocultural factors underlying the development of these literacy skills. In Study 1, EL1 and ELL growth trajectories were compared using multi-level modeling (MLM). An augmented model of the Simple View of Reading (SVR) that included not only decoding and vocabulary, but also cognitive processes (e.g., nonverbal reasoning, phonological processing, and morphological awareness) and sociocultural variables (e.g., maternal education) was examined. Results revealed significant growth in ELL reading comprehension but limited growth in EL1 reading comprehension. At Time 3, EL1 and ELL students had comparable performance in reading comprehension and the same cognitive-linguistic factors emerged as significant contributors. Nonverbal reasoning ability and complex vocabulary knowledge significantly contributed to EL1 and ELL reading comprehension. Next, the contribution of length of exposure to English (LOE) to ELL reading comprehension was explored. LOE was indirectly related to reading comprehension through vocabulary. In Study 2, a composite vocabulary measure, which included receptive/expressive vocabulary breadth and vocabulary depth, was used as the outcome variable. Both EL1 and ELL students showed gradual linear improvements in vocabulary; however, ELLs consistently underperformed EL1s. Examination of underlying processes revealed that in both groups, morphological awareness is a unique contributor to vocabulary. For EL1s, nonverbal ability, phonological awareness, and maternal education were also significant contributors. Basic word reading and morphological awareness were the only predictors of ELL vocabulary. A direct link between vocabulary and LOE was confirmed at all time points for ELLs. Results revealed marginal evidence of transfer between L1 and L2 vocabulary. In Study 3 the relationship between reading comprehension and vocabulary breadth and depth was explored. Both vocabulary breadth and depth played significant roles in explaining individual differences in EL1 and ELL reading comprehension. ; Ph.D.
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Keyword:
0525
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URL: http://hdl.handle.net/1807/92148
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The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter?
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Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners
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Phonological and Morphological Skills in Emerging English-Hebrew Bilinguals
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The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners
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