Native Spanish-speaking children reading in English : Toward a model of comprehension

By C. Patrick Proctor, María S. Carlo, D. August, Catherine E. Snow. 2005

577 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/82ba52854bf378b6da1ed21fa4dd7f30049efa10

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In Developmental and Educational Psychology

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Citations in the corpus

The relationship between vocabulary knowledge and L2 reading/listening comprehension: A meta-analysis (2020, background): “Similarly, VK and L2 listening comprehension are found to have a correlation range of .13–.85 (e.g. Guo, 2001; Proctor et al., 2005).”
Development of morphological awareness and vocabulary knowledge in Spanish-speaking language minority learners: A parallel process latent growth curve model (2011, result): “This finding concurs with other research conducted with LM learners in the elementary grades (e.g., Carlo et al., 2004; Manis et al., 2004; Proctor et al., 2005) and extends this finding to the middle-school grades.”
Vocabulary Instruction in Fifth Grade and Beyond (2015, background): “Disparities in children’s vocabulary, evident as early as preschool, persist into students’ later elementary and middle school years, with consequences for learning and success in school (e.g., Biemiller & Slonim, 2001; Hart & Risley, 1995; Proctor et al., 2005).”
Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children (2009, methodology): “We built a series of regression models that first tested a simple model of reading comprehension (Hoover & Gough, 1990; Proctor, August, Carlo, & Snow, 2006; Proctor et al., 2005).”
The Role of Oral Language Skills in Reading and Listening Comprehension of Text: A Comparison of Monolingual (L1) and Bilingual (L2) Speakers of English Language. (2014, result): “…the failure of text reading speed to make a unique contribution to reading comprehension levels was unexpected, similar fi ndings have been reported before among different groups of L2 (e.g., Proctor et al., 2005) as well as L1 learners (e.g., Adlof et al., 2006; Babayiğit & Stainthorp, 2011).”
Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school (2013, background): “Given that the research already suggests that ELLs can achieve proficiently on word reading tasks (Lesaux, 2006) and that vocabulary breadth is associated with reading comprehension (Pearson et al., 2007; Proctor et al., 2005) the following work reviewed is that which examines the role of vocabulary”
A longitudinal analysis of English language learners’ word decoding and reading comprehension (2007, methodology): “The relationship of oral language ability to word reading has been replicated with some samples of Spanish-speaking ELLs (Carlisle et al., 1999; Gottardo, 2002; Hedrick & Cunningham, 1995; Juel et al., 1986; Lindsey et al., 2003; Proctor, Carlo, August, & Snow, 2005; Royer & Carlo, 1991) but not a”
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014, background): “These findings are consistent with prior research that has documented the important role that both Spanish and English oral vocabulary play in reading comprehension for ELLs (Droop & Verhoeven, 2003; Laufer, 2003; Proctor et al., 2005; Nakamoto et al., 2008; Swanson, Rosston, Gerber, & Solari, 2008)”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, result): “Turning to reading fluency, its small and unreliable unique effect on reading comprehension was anticipated, and the findings concur with the previous research both in English and transparent writing systems (e.g., Adolf et al., 2006; Müller & Brady, 2001; Proctor et al., 2005).”
Developing Reading Comprehension and Academic Vocabulary for English Language Learners Through Science Content: A Formative Experiment (2011, background): “…that vocabulary is a key variable in the reading comprehension of secondlanguage learners (Aarts & Verhoeven, 1999; Droop & Verhoeven, 1998, 2003; Proctor et al., 2005, 2006; Verhoeven, 1990, 2000), most of past research looked into general vocabulary, rather than content-specific academic…”