NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Early Elementary Grade Dual Language Learners from Spanish-Speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Mancilla-Martinez, Jeannette; Hwang, Jin Kyoung; Oh, Min Hyun; McClain, Janna Brown – Journal of Educational Psychology, 2020
This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born 1st- and 3rd-grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instructional schools in the Southern region of the United States, which is experiencing historic rates of school-age…
Descriptors: Elementary School Students, Bilingualism, English (Second Language), Second Language Learning
Examining the Relations between Executive Function, Math, and Literacy during the Transition to Kindergarten: A Multi-Analytic Approach
Peer reviewed Peer reviewed
Direct linkDirect link
Schmitt, Sara A.; Geldhof, G. John; Purpura, David J.; Duncan, Robert; McClelland, Megan M. – Journal of Educational Psychology, 2017
The present study explored the bidirectional and longitudinal associations between executive function (EF) and early academic skills (math and literacy) across 4 waves of measurement during the transition from preschool to kindergarten using 2 complementary analytical approaches: cross-lagged panel modeling and latent growth curve modeling (LCGM).…
Descriptors: Executive Function, Mathematics Instruction, Transitional Programs, Kindergarten
Classroom Composition and Language Minority Students' Motivation in Language Lessons
Peer reviewed Peer reviewed
Direct linkDirect link
Rjosk, Camilla; Richter, Dirk; Hochweber, Jan; Lüdtke, Oliver; Stanat, Petra – Journal of Educational Psychology, 2015
In this study, we investigated effects of the proportion of language minority students in classrooms on the development of students' intrinsic motivation in language lessons and the mediating role of instructional climate (e.g., teacher support, focus on student interests). In addition, we explored the interaction between the proportion of…
Descriptors: Language Minorities, Student Motivation, Foreign Countries, Student Interests
Self-Concepts in Reading, Writing, Listening, and Speaking: A Multidimensional and Hierarchical Structure and Its Generalizability across Native and Foreign Languages
Peer reviewed Peer reviewed
Direct linkDirect link
Arens, A. Katrin; Jansen, Malte – Journal of Educational Psychology, 2016
Academic self-concept has been conceptualized as a multidimensional and hierarchical construct. Previous research has mostly focused on its multidimensionality, distinguishing between verbal and mathematical self-concept domains, and only a few studies have examined the factorial structure within specific self-concept domains. The present study…
Descriptors: Self Concept, Native Language, Second Language Learning, Grade 9
Predictors of Reading Comprehension for Struggling Readers: The Case of Spanish Speaking Language Minority Learners
Peer reviewed Peer reviewed
Direct linkDirect link
Mancilla-Martinez, Jeannette; Lesaux, Nonie K. – Journal of Educational Psychology, 2010
This longitudinal study examined the process of English reading comprehension at age 11 years for 173 low-achieving Spanish-speaking children. The influence of growth rates, from early childhood (age 4.5 years) to pre-adolescence (age 11 years), in vocabulary and word reading skills on this complex process were evaluated with structural equation…
Descriptors: Language Minorities, Reading Comprehension, Speech Communication, Structural Equation Models
Are First- and Second-Language Factors Related in Predicting Second-Language Reading Comprehension? A Study of Spanish-Speaking Children Acquiring English as a Second Language from First to Second Grade
Peer reviewed Peer reviewed
Direct linkDirect link
Gottardo, Alexandra; Mueller, Julie – Journal of Educational Psychology, 2009
First-language (L1) and 2nd-language (L2) oral language skills and L2 word reading were used as predictors to test the simple view of reading as a model of 2nd-language reading comprehension. The simple view of reading states that reading comprehension is related to decoding and oral language comprehension skills. One hundred thirty-one…
Descriptors: Reading Comprehension, Structural Equation Models, Oral Language, Phonological Awareness