Unpacking Contributions of Morphosyntactic Awareness and Vocabulary to Science Reading Comprehension Among Linguistically Diverse Students

• In Event: 28.091 - Sheraton Roundtable Session Two - Grand Centre
  In Roundtable Session: 28.091-10 - Vocabulary SIG Roundtable

Abstract

This study examined influences of specialized language skills needed for reading in science in a sample of 241 Grade 8 students, most of whom were English learners (ELs) (30% current ELs; 55% former ELs, 15% non-ELs). SEM model results indicated strong model fit and explained 80% of the variance in students’ science reading comprehension and science vocabulary scores. The results highlight strong mediated effects of morphosyntactic awareness and a strong direct effect of science vocabulary on science reading comprehension. The model also supported appropriate measurement specification for the latent construct of morphosyntactic awareness and the appropriateness of using both definition and picture match tasks for assessing science vocabulary. Less variance was explained in students’ morphosyntactic awareness necessitating further research.

Authors

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Amy C. Crosson, The Pennsylvania State University

• Kira Joy Carbonneau, Washington State University - Pullman

• Brian F. French, Washington State University