Purpose The aims of the current project were twofold: (a) to describe the use of academic words in written language samples by fifth-grade students and (b) to examine the predictive relation between academic word use in academic writing and reading comprehension. Method Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 students who were English learners (ELs) and 144 students with identified language learning disabilities (LLD). Group differences in the use of academic words from the Coxhead word list were examined. Results ELs and students with LLD used academic words less frequently than their peers and demonstrated less variety in their academic word use. There was a significant relation between students' use of academic words and reading comprehension. Academic word use accounted for 16% of the variance in reading comprehension, which was not significantly different for ELs or students with LLD. The relation was moderated by economic advantage, with the strength of the relation being lower for students who were eligible for free/reduced lunch. Conclusions Findings support the need for additional research on ways to improve academic vocabulary skills to minimize achievement gaps. The relation between academic word use and reading comprehension warrants further consideration.

中文翻译：

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不同背景学生学术词汇使用与阅读理解之间的关系。

目的当前项目的目的有两个：(a) 描述五年级学生在书面语言样本中学术词汇的使用；(b) 检查学术写作中学术词汇使用与阅读理解之间的预测关系。方法 调查人员利用 1,128 名五年级学生的书面说明性回答，这些学生的英语熟练程度和语言能力各不相同。样本包括 214 名英语学习者 (ELs) 和 144 名有语言学习障碍 (LLD) 的学生。研究了使用 Coxhead 词汇表中的学术词汇的群体差异。结果 EL 和 LLD 学生使用学术词汇的频率低于同龄人，并且在学术词汇使用方面表现出较少的多样性。学生之间存在显着关系 学术词汇的使用和阅读理解。学术词汇使用占阅读理解差异的 16%，这对于 EL 或 LLD 学生没有显着差异。这种关系受到经济优势的影响，对于有资格获得免费/减价午餐的学生来说，这种关系的强度较低。结论 调查结果支持对提高学术词汇技能以最小化成绩差距的方法进行额外研究的必要性。学术用词与阅读理解之间的关系值得进一步考虑。对于有资格获得免费/减价午餐的学生来说，这种关系的强度较低。结论 调查结果支持对提高学术词汇技能以最小化成绩差距的方法进行额外研究的必要性。学术用词与阅读理解之间的关系值得进一步考虑。对于有资格获得免费/减价午餐的学生来说，这种关系的强度较低。结论 调查结果支持对提高学术词汇技能以最小化成绩差距的方法进行额外研究的必要性。学术用词与阅读理解之间的关系值得进一步考虑。