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Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension among Linguistically Diverse Students
Tesol Quarterly ( IF 3.410 ) Pub Date : 2021-05-27 , DOI: 10.1002/tesq.3039
Yuliya Ardasheva 1 , Amy C. Crosson 2 , Kira J. Carbonneau 3 , Brian F. French 3
Affiliation  

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.

中文翻译:

解读形态句法意识和词汇对语言多样化学生科学阅读理解的贡献

缺乏对与学术语言相关的词汇、语法和话语特征的熟悉,给许多青少年读者带来了理解上的挑战,尤其是那些英语语言技能仍在发展中的人。尽管许多研究侧重于内容领域的阅读理解,但跨学术领域普遍使用结合叙事和说明性阅读的标准化测试破坏了我们对每个特定学科理解所需的专业语言和技能的理解。在这项研究中,我们研究了科学阅读所需的一般领域和特定领域语言技能的贡献,科学是一个对语言和认知要求很高的学科领域。样本包括 241 名 8 年级学生,其中 64 人是英语初学者(目前的 EL)。精通英语的人包括 118 名前 EL。我们的统计建模结果解释了学生科学阅读理解和科学词汇分数中 80% 的差异。支持形态句法意识的中介效应和科学词汇对物理科学文本阅读理解的直接影响。还为形态句法意识的构建以及使用定义(广度)和图片(深度)匹配任务的适当性评估科学词汇提供了支持。学生的形态句法意识解释了差异较小,这是一个需要进一步检查的变量。支持形态句法意识的中介效应和科学词汇对物理科学文本阅读理解的直接影响。还为形态句法意识的构建以及使用定义(广度)和图片(深度)匹配任务的适当性评估科学词汇提供了支持。学生的形态句法意识解释了差异较小,这是一个需要进一步检查的变量。支持形态句法意识的中介效应和科学词汇对物理科学文本阅读理解的直接影响。还为形态句法意识的构建以及使用定义(广度)和图片(深度)匹配任务的适当性评估科学词汇提供了支持。学生的形态句法意识解释了差异较小,这是一个需要进一步检查的变量。还为形态句法意识的构建以及使用定义(广度)和图片(深度)匹配任务的适当性评估科学词汇提供了支持。学生的形态句法意识解释了差异较小,这是一个需要进一步检查的变量。还为形态句法意识的构建以及使用定义(广度)和图片(深度)匹配任务的适当性评估科学词汇提供了支持。学生的形态句法意识解释了差异较小,这是一个需要进一步检查的变量。
更新日期:2021-05-27
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