Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students

Autor/inn/en	Ardasheva, Yuliya; Crosson, Amy C.; Carbonneau, Kira J.; French, Brian F.
Titel	Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 55 (2021) 3, S.931-965 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardasheva, Yuliya) ORCID (Crosson, Amy C.) ORCID (Carbonneau, Kira J.) ORCID (French, Brian F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3039
Schlagwörter	Grammar; English for Academic Purposes; Language Proficiency; English Language Learners; Language Skills; Science Instruction; Grade 8; Morphology (Languages); Syntax; Vocabulary; Reading Comprehension; Physical Sciences + Suchen Sie Ihr Suchwort? Grammatik; Language skill; Language skills; Sprachkompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Morphology; Morphologie; Wortschatz; Leseverstehen; Natural sciences; Naturwissenschaften; Naturwissenschaft
Abstract	A lack of familiarity with the lexical, grammatical, and discursive features associated with academic language presents comprehension challenges for many adolescent readers, especially those with still-developing English language skills. Although many studies focused on reading comprehension in content areas, the prevalent use of standardized tests combining narrative and expository readings across academic domains undermines our understandings of the specialized language and skills required for comprehension in each particular discipline. In this study, we examined contributions of domain-general and domain-specific language skills needed for reading in science, a linguistically and cognitively demanding subject area. The sample included 241 Grade 8 students, 64 of whom were emergent English speakers (current ELs). Proficient English speakers included 118 former ELs. Our statistical modeling results explained 80% of the variance in students' science reading comprehension and science vocabulary scores. Mediated effects of morphosyntactic awareness and a direct effect of science vocabulary on reading comprehension of physical sciences texts were supported. Support is also offered for an appropriate measurement specification for the construct of morphosyntactic awareness and the appropriateness of using definition (breadth) and picture (depth) match tasks for assessing science vocabulary. Less variance was explained in students' morphosyntactic awareness, a variable that needs further examination. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01