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Journal of Educational…

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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

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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

Do Multiple Dimensions of Self-Concept Become More Differentiated with Age? The Differential Distinctiveness Hypothesis.

Peer reviewed

Marsh, Herbert W.; Ayotte, Violaine – Journal of Educational Psychology, 2003

Evaluates theory and methodology underlying previous tests of the developmental proposal that self-concept becomes increasingly multidimensional with age. Develops and provides strong support for a new differential distinctiveness hypothesis, demonstrating that increasing distinctiveness--substantial age-related declines in correlations among…

Descriptors: Age Differences, Correlation, Foreign Countries, Models

The Structure of Academic Self-Concept: The Marsh/Shavelson Model.

Peer reviewed

Marsh, Herbert W. – Journal of Educational Psychology, 1990

New academic self-concept measures were used to assess self-concepts for 234 boys in grades 5 and 6 (13 subjects) and 524 boys in grades 7 through 10 (16 subjects) at a Catholic boys school in Sydney (Australia) and to test the Marsh/Shavelson model. Academic self-concept is remarkably subject specific. (SLD)

Descriptors: Academic Education, Comparative Testing, Elementary School Students, Elementary Secondary Education