Beyond Traditional Predictors of Reading Comprehension in Spanish English Learners and English Monolingual Students

• In Event: 63.024 - Reading Comprehension and Non-English-Background Learners

Abstract

This study examined contributions of novel malleable factors, executive functions (EF) and engagement, to reading comprehension (RC) in English monolingual students (EM) and English learners (EL), controlling for traditional predictors of reading (e.g., word reading, vocabulary, and inferencing). Data were collected from 906 1st to 4th grade students in fall and spring of the academic year (AY). EM and EL showed different patterns of growth in EF and RC across the AY. After controlling for traditional predictors of RC, novel predictors (EF and engagement) contributed to growth in RC across the academic year for both EM and EL students. EF at Time 2 mediated contributions of Time 1 engagement and EF to RC at the end of the AY.

Authors

• Ana Taboada Barber, University of Maryland

• Kelly B. Cartwright, Christopher Newport University

• Casey Archer, University of Maryland - College Park

• Laura M. Stapleton, University of Maryland