English reading comprehension skill development was examined in a group of 87 native Spanishspeakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading. KeywordsEnglish language learners; reading comprehension; vocabulary; structural equation modeling Models of reading based on research with native English (L1) speakers have long demonstrated the multi-faceted nature of reading comprehension (e.g., RAND, 2002). In particular, these models have highlighted the critical roles of word reading accuracy and fluency in the process of extracting and creating meaning while reading. For monolinguals, much research has demonstrated a persistent influence of accuracy and speed of single word reading in explaining individual differences in reading comprehension outcomes, even for skilled, adult readers (Perfetti, 1985(Perfetti, , 1988Perfetti, Landi & Oakhill, 2005). At the same © 2010 Elsevier Inc. All rights reserved.Please address all correspondence to: Nonie K. Lesaux, Larsen 319, 14 Appian Way, Harvard Graduate School of Education, Cambridge, MA 02138, lesauxno@gse.harvard.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain. NIH Public AccessAuthor Manuscript J Appl Dev Psychol. Author manuscript; available in PMC 2011 December 1. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript time, vocabulary knowledge has emerged as another important and distinct predictor of reading comprehension across multiple studies with monolinguals (e.g., Anderson & Freebody, 1981;Davis, 1968), particularly for those who have transitioned from "learning to read" in the primary grades to "reading to learn" in the upper elementary grades and beyond (Chall, 1983). The growing population of...

I 108 asca | Professional school counseling n the 21st century, the United States and the state of Missouri continue to undergo changes industrially, occupationally, socially, and economically. These changes are creating challenges for students in Missouri. A rapidly changing workplace and labor force; violence in homes, schools, and communities; divorce; and teenage suicide, substance abuse, and sexual experimentation are just a few examples. These challenges are real, and they are having substantial impact on the personal/social, career, and academic development of students in Missouri. One of the ways in which the state of Missouri is attempting to address these challenges is by developing and implementing effective comprehen

The aim of this study was to investigate which cognitive and reading-related linguistic skills contribute to reading comprehension of narrative and expository texts. The study examined an Israeli national database of Hebrew-speaking readers in fourth grade, from which a subsample of 190 readers with a reading disability (RD) and 190 readers with no reading disability (NRD) was selected. IQ, text reading, reading comprehension, and various linguistic and cognitive skills were assessed. Structural equation modeling results suggested that both groups rely on lower level processes such as text reading accuracy and orthographic knowledge for reading comprehension of both genres. However, RD readers depend more heavily upon these lower level processes compared with NRD for whom higher level processes contribute more to reading comprehension. The various variables accounted for only 25-34% of reading comprehension variance, and possible explanations are discussed. Taken together, these findings highlight the variety of factors influencing reading comprehension and its multidimensional nature.

Language skills are becoming an increasingly important feature of performance in mathematics classrooms. This new focus on language highlights the need to identify math vocabulary words and to apply research‐based principles for vocabulary instruction in mathematics lessons. This article offers one way to analyze state high‐stakes math tests to identify those words that children would benefit most from learning. An example of robust vocabulary instruction is provided.تلخيص البحث: تتزايد المهارات اللغوية أهمية بالنسبة لمعالم الأداء في صفوف الرياضيات. ويسلط هذا التركيز الجديد الضوء على الحاجة إلى تحديد مفردات الرياضيات وإلى تطبيق مبادئ تعليم المفردات المبنية على الأبحاث العلمية في الدروس الرياضية. لذا تقدم هذه المقالة طريقة لتحليل امتحانات في غاية الأهمية على مستوى الولاية لتحديد الكلمات التي سيستفيد الأولاد من تعلمها الأكثر. إذ يتم توفير مثلا لتعليم المفردات في برناج قوي.语文能力在数学教室里变为成绩表现的一种重要特征。这语言新焦点凸显出鉴定数学词汇的需要及把研究性词汇教学原则应用于数学课堂上的需要。本文提供一种分析美国州级高风险数学测验的方法，从而鉴别出对儿童学习有最大裨益的单字。本文最后提供一个健全词汇教学实例。Les compétences langagières sont en train de devenir une caractéristique importante des résultats dans les classes de mathématiques. Cette nouvelle centration sur la langue met en lumière le besoin d'identifier les mots du vocabulaire mathématique et d'appliquer les principes basés sur la recherche à l'enseignement du vocabulaire dans les leçons de mathématiques. Cet article présente une voie pour analyser les tests officiels de mathématiques pour identifier les mots qui pourraient bénéficier le plus de cet apprentissage. On présente un exemple d'un enseignement solide du vocabulaire.Языковые навыки становятся все более важными для успешных занятий математикой. Современный упор на вербальное общение требует идентифицировать математическую лексику и применять на уроках математики научно обоснованные принципы расширения словарного запаса. Для определения терминов, которые необходимо учить с детьми, авторы предлагают анализировать формулировки заданий стандартного тестирования. В статье разбирается пример успешного обучения математической лексике.Destrezas lingüísticas se están convirtiendo en un aspecto cada vez más importante en el salón de clase de matemáticas. Este nuevo enfoque en el lenguaje saca a relucir la necesidad de identificar vocabulario matemático y aplicar principios basados en la investigación para la instrucción de vocabulario en las lecciones de matemáticas. Este artículo ofrece una manera de analizar los exámenes estatales más importantes para identificar las palabras que les sería más provechoso aprender a los niños. Se presenta un ejemplo energético de instrucción de vocabulario.