The Intriguing Role of Spanish Language Vocabulary Knowledge in Predicting English Reading Comprehension.

By C. Patrick Proctor, D. August, María S. Carlo, Catherine E. Snow. 2006

384 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9ad314cc82876665caf69e389a3534b31dbf2709

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Interdependence Continuum: A Perspective on the Nature of Spanish–English Bilingual Reading Comprehension (2010, neutral): “Similarly, Proctor, August, Carlo, and Snow (2006) found that, among fourth-grade U.”
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies? (2011, background): “It is has long been acknowledged that the faster that letters and words can be processed during reading, the greater the cognitive resources available for higher-level comprehension processes (e.g., Cunningham et al. 1990; Jackson and McClelland 1979; Perfetti 1985 ).”
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): “This is congruent with previous research that Spanish language may play role in English reading comprehension (Proctor et al., 2006), further suggesting potential for cross-linguistic transfer.”
The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “Bilingualism and reading comprehension Spanish language proficiency was not associated with English reading comprehension as has been demonstrated in previous research (i.e., Nakamoto et al., 2008; Proctor et al., 2006), in line with Mancilla-Martinez and Lesaux’s (2010) findings.”
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development (2014, background): “In a second study with fourth-grade Spanish-speaking ELLs, the authors found that Spanish vocabulary played a significant role in English reading comprehension (Proctor et al., 2006).”
Early predictors of biliteracy development in children in French immersion: A 4-year longitudinal study. (2011, background): “…also found that vocabulary is not a cross-language predictor of word reading ability (Gottardo, 2002; Gottardo & Mueller, 2009; Swanson et al., 2004, 2006) and is at best a weak cross-language predictor of reading comprehension (Lindsey et al., 2003; Proctor et al., 2006; Trites & Price, 1980).”
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…”
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 ).”
Vocabulary skills of Spanish—English bilinguals: impact of mother—child language interactions and home language and literacy support (2010, background): “It seems logical that vocabulary facilitation would be language specific, as argued by Snow (1983) and shown by Bedore, Peña, García, and Cortez (2005) in a study of semantic facilitation.”
Scaffolding English Language Learners and Struggling Readers in a Universal Literacy Environment with Embedded Strategy Instruction and Vocabulary Support (2007, background): “There is growing evidence that comprehension-related skills have a degree of commutability between orthographically comparable languages, such as Spanish and English (see, e.g., Proctor et al., 2006).”