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Human Ratings of Writing Quality Capture Features of Syntactic Variety and Transformation in Chinese EFL Learners’ Argumentative Writing
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In: Front Psychol (2021)
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Improving the Reading Achievement of Language Minority and Disadvantaged Youth At Risk of Academic Failure
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Patterns and Predictors of Growth in English Language Learners’ Vocabulary, Word Reading and Non-word Reading Fluency: A Longitudinal Perspective
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THE LINGUISTIC AND READING SKILLS OF ENGLISH LANGUAGE LEARNERS AT-RISK FOR POOR READING COMPREHENSION: PROFILES AND PREDICTORS
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Friendship Across Cultures: Supporting Unaccompanied, International High School Students with Intercultural Friendships
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THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY
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Abstract:
This longitudinal study looked at the contributions of executive working memory (EWM) and phonological short-term memory (PSTM) to reading comprehension in ELL elementary students while controlling for English language proficiency. Participants were assessed once a year, in grades 4-6. Results revealed that EWM contributed to reading comprehension above and beyond PSTM across the three years. The mediating effect of English language proficiency on the association between EWM and reading comprehension was also studied. Results showed that the association between EWM and reading comprehension was partially mediated by English language proficiency in Year 1, and fully mediated in Years 2 and 3 respectively. Growth model analysis did not show a developmental trajectory in reading comprehension across the three years. To conclude, EWM had a unique contribution to reading comprehension, which was greater than PSTM. Language proficiency had a mediating effect on EWM’s contribution to reading comprehension. ; M.A. ; 2019-11-15 00:00:00
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Keyword:
0282; ELL students; English language proficiency; Executive working memory; Phonological short-term memory; Reading comprehension
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URL: http://hdl.handle.net/1807/97664
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Growth Trajectories of Vocabulary and Reading Comprehension in English Language Learners: An examination of cognitive-linguistic and sociocultural factors
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The Role of Cognitive Functions and Language Proficiency in Arithmetic Achievement: Does L1/L2 Status Matter?
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Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners
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Phonological and Morphological Skills in Emerging English-Hebrew Bilinguals
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The Contributions of First and Second Language Skills to Reading Comprehension in English Language Learners
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