Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension.

Proctor, C. Patrick; Carlo, María S.; August, Diane; Snow, Catherine E.

doi:10.1037/0022-0663.97.2.246

Cited by 409 publications

(387 citation statements)

References 58 publications

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“…Advanced readers' vocabulary far exceeds that of less skilled readers, with wide reading playing an increasingly key role in vocabulary development and literacy achievement (Cunningham & Stanovich, 1991). For English language learners, vocabulary is an area of vulnerability, especially in light of consistently measured discrepancies between bilingual students' vocabulary and comprehension and that of their monolingual peers (Carlo et al, 2004;Proctor et al, 2005).…”

Section: Reading Comprehension and Vocabularymentioning

confidence: 99%

“…This perspective provides a foundation for the use of popular digital features, such as text-to-speech and human narration tools (which affect decoding processes), and hyperlinks to vocabulary and listening comprehension supports (affecting linguistic comprehension). Attention to the simple view has also been useful in considering reading processes among SpanishEnglish bilingual learners, suggesting the importance of having access to both Spanish and English texts for improving comprehension (Nakamoto, Lindsey, & Manis, 2008;Proctor, Carlo, August, & Snow, 2005). Stanovich's interactive-compensatory view explains how comprehension capacity might be expanded through the use of a broader array of SDR conceptual supports, such as summaries, highlighting of critical information, and background knowledge hyperlinks.…”

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confidence: 99%

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Designing for Diversity

Dalton

Proctor

Uccelli

et al. 2011

Journal of Literacy Research

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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 fifthgrade monolingual English and bilingual students' reading achievement. Seventy-five monolingual English and 31 bilingual students from six classrooms were assigned to one of three ICON conditions: reading comprehension strategies, vocabulary, or a combined version of comprehension strategies and vocabulary. Students read eight multimedia folktales and informational texts within their respective ICON condition and completed embedded activities, researcher measures of comprehension and vocabulary, and pre-and postintervention standardized reading achievement tests. ANCOVA results indicated that after controlling for initial reading achievement, there was a main effect for condition on the researcher measure of vocabulary, with

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Section: Reading Comprehension and Vocabularymentioning

confidence: 99%

mentioning

confidence: 99%

Designing for Diversity

Dalton

Proctor

Uccelli

et al. 2011

Journal of Literacy Research

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“…For children learning English as their school language, their English vocabulary size predicts their performance in English reading tests [57]. Although learning an L2 comes naturally for some children, for many others it is a challenge that they must overcome.…”

Section: Second Language Learningmentioning

confidence: 99%

Guidelines for Designing Social Robots as Second Language Tutors

Belpaeme

Vogt

Berghe

et al. 2018

Int J of Soc Robotics

115

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In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.

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“…Previous research suggests that vocabulary knowledge may be one of the strongest predictors of reading comprehension for ELLs (e.g., August et al, 2005;Farnia & Geva, 2013;Proctor, Carlo, August, & Snow, 2005), and often serves as a proxy for assessing language proficiency. This exploratory study examined whether ELLs who were classified into groups based on their first language (L1) and second language (L2) vocabulary profile, would differ in reading comprehension.…”

Section: Résumémentioning

confidence: 99%

Vocabulary profiles and reading comprehension in young bilingual children

Fraser

Gottardo

Geva

2017

OLBIWP

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Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned better with reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy for general language learning ability, which supports reading comprehension. En compréhension écrite, il est important pour les apprenants de l'anglais (AA) d'avoir une connaissance solide du vocabulaire. L'interaction entre les langues première (L1) et seconde (L2) dans le cadre de la connaissance lexicale en compréhension écrite d'une L2 anglais a été examinée afin de déterminer si les AA, dont la maîtrise de la L1 et du vocabulaire de la L2 variait selon les langues des locuteurs, différaient en termes de compréhension écrite en 2e et 4e année de primaire. Les AA (n = 105) ont été associés à un groupe de profil bilingue selon leur connaissance du vocabulaire de leurs L1 et L2, et en fonction de l'échantillon : L1 dominante (L1 forte), L2 dominante (L2 forte), hautement équilibrée (forte dans les deux), et peu équilibrée (basse dans les deux). Nous avons étudié les liens entre le vocabulaire de la L1 et de la L2 (anglais), les capacités cognitives non-verbales, la lecture de mots, et la compréhension écrite en anglais. Les résultats ont montré que la capacité de compréhension écrite était liée au profil bilingue, et qu'un modèle groupe 3 caractérisait mieux l'échantillon que le modèle groupe 4 initialement postulé. Le niveau de vocabulaire en L1 ne prédisait pas exclusivement la compréhension écrite en L2 (anglais). Le vocabulaire en L2 correspondait mieux à la compré-hension écrite de façon transversale chez les enfants de 2e année, et longitudinale chez les enfants de 4e année. En faveur d'une perspective de processus cognitifs sous-jacents communs, les différences individuelles d'apprentissage du vocabulaire pourraient jouer un rôle de médiatrices au sein de l'aptitude générale à acquérir le lan...

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Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension.

Cited by 409 publications

References 58 publications

Designing for Diversity

Designing for Diversity

Guidelines for Designing Social Robots as Second Language Tutors

Vocabulary profiles and reading comprehension in young bilingual children

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