Does Vocabulary Knowledge Mediate the English Learner Status Effect in Science Reading Comprehension?

• In Event: 72.049 - Roundtable Session 34
  In Roundtable Session: 72.049-1 - Trends in L2 Teaching Research

Abstract

This non-experimental study investigated the mediating effects of general academic and science-specific vocabulary on science reading comprehension among Grade 7 English learners (ELs). A total of 169 regular education ELs (86 current ELs; 83 former ELs) enrolled in one urban school in the U.S. Pacific Northwest region participated in the study. The results indicated that both vocabulary types—rarely explicitly taught at the secondary level—were significant contributors to reading comprehension, above and beyond EL status. The full parallel mediation model accounted for 55% of the variance in science reading comprehension. Notably, the mediating effects of both vocabulary types were significant and similar in size, yet, not sufficient to fully explain ELs’ reading scores. Implications for future research are discussed.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Sarah N. Newcomer, Arizona State University

• Jonah B. Firestone, Arizona State University

• Richard Lamb, Washington State University - Pullman