The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish–English bilingual children in elementary school

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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): “Thus, while our work confirms previous work on the relationship between vocabulary depth and reading comprehension (Deacon & Kirby, 2004; Kieffer & Lesaux, 2008; Nation & Snowling, 2004; Proctor et al., 2012), some commonalities and differences are curious.”
The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models (2014, methodology): “…awareness in these studies was assessed with a variety of measures: a nonword suffix choice task (Kieffer & Box, 2013) and a sentence completion task (Proctor et al., 2012), both presented in both oral and written format, and with a “comes from” task based on Rubin (1988; Jarmulowicz et al., 2008).”