Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children

98 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school (2012, background): “The findings presented here, however, are in line with the work of Ouellette (2006) and Proctor et al. (2009) who reported that semantic depth played a significant role in the reading comprehension of fourth grade students even after controlling for decoding and vocabulary breadth.”
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, result): “Current work investigating reading comprehension follows in a similar manner documenting the language, literacy, and academic ability of monolingual and bilingual children and attempting to explain variation between the two populations (e.g., Lesaux & Siegel, 2003; Proctor et al., 2009) While this l”
Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders (2011, background): “Adolescent students with well developed semantic understanding theoretically have an aptitude for expressing and connecting word meanings across a variety of contexts, leading to better comprehension of text ( Proctor et al., 2009; Nation & Snowling, 2004; Ouelette, 2006).”