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Investigating the Mechanisms behind Relations between Academic Language and Reading Comprehension: The Role of Reading Self-Concept and Reading Enjoyment
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Haluk O. Öngören; Anna Volodina – Reading Psychology, 2024
Academic language and its associations with school success have been established in many prior studies. However, the scholarship lacks research on the mechanisms that constitute these relations. This study investigates the mediating role of motivational-­affective variables, specifically reading self-concept and reading enjoyment, in relations…
Descriptors: Academic Language, Reading Comprehension, Self Concept, Reading Attitudes
Academic Language and Listening Comprehension--Two Sides of the Same Coin? An Empirical Examination of Their Dimensionality, Relations to Reading Comprehension, and Assessment Modality
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Kim, Young-Suk Grace; Petscher, Yaacov; Uccelli, Paola; Kelcey, Benjamin – Journal of Educational Psychology, 2020
Two widely studied language skills in relation to reading comprehension are listening comprehension skill and academic language proficiency. Although their constituent skills and theoretical accounts of how they are related to reading comprehension share a large overlap, they have been studied in separate lines of work. In this study, we…
Descriptors: Academic Language, Listening Comprehension, Reading Comprehension, Elementary School Students
Academic Language and Listening Comprehension--Two Sides of the Same Coin? An Empirical Examination of Their Dimensionality, Relations to Reading Comprehension, and Assessment Modality
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Kim, Young-Suk Grace; Petscher, Yaacov; Uccelli, Paola; Kelcey, Benjamin – Grantee Submission, 2019
Two widely studied language skills in relation to reading comprehension are listening comprehension skill and academic language proficiency. Although their constituent skills and theoretical accounts of how they are related to reading comprehension share a large overlap, they have been studied in separate lines of work. In this study, we…
Descriptors: Academic Language, Listening Comprehension, Reading Comprehension, Elementary School Students
Effects of Technology-Mediated Vocabulary Intervention for Third-Grade Students with Reading Difficulties
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Fogarty, Melissa; Coyne, Michael D.; Simmons, Leslie E.; Simmons, Deborah C.; Henri, Maria; Kwok, Oi-Man; Ware, Sharon M.; Dalton, Kevin; Williams, Kimberly A.; Wang, Huan – Journal of Research on Educational Effectiveness, 2020
In this experimental study, we examined the effects of a technology-mediated intervention to improve students' understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of…
Descriptors: Vocabulary Development, Reading Difficulties, Reading Comprehension, Intervention