Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Spea
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Cognition, engagement, and motivation as factors in the reading comprehension of Dual Language Learners and English Speakers: Unified or distinctive models? Ana Taboada Barber1 · Susan Lutz Klauda1 · Laura M. Stapleton2
© Springer Nature B.V. 2020
Abstract Previous studies offer mixed evidence regarding whether a unified model of reading comprehension predictors applies to Dual Language Learners (DLLs) and English Speakers (ESs), or whether distinctive models across language groups are empirically supported. The present study adds another dimension to this body of work by examining multiple reading engagement and motivation predictors alongside cognitive predictors of reading comprehension. The participants—188 DLLs and 166 ESs in the fourth and fifth grades—completed measures of word identification, linguistic comprehension, cognitive strategy use, internal motivation, and extrinsic motivation, and their teachers rated their reading engagement. Language status did not moderate the relations of any predictors with either concurrent reading comprehension performance or growth of reading comprehension across the school year, supporting a unified model of reading comprehension for DLLs and ESs. Word identification and linguistic comprehension showed the strongest relations with concurrent reading comprehension and growth. While the role of reading engagement was less prominent, it was demonstrated to be a plausible partial mediator of the relation of word identification with concurrent reading comprehension. Keywords Cognitive strategies · Dual Language Learners · Engagement · Motivation · Reading comprehension
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s1114 5-020-10034-4) contains supplementary material, which is available to authorized users. * Ana Taboada Barber [email protected] 1
Department of Counseling, Special Education, and Higher Education, University of Maryland, 1311 Benjamin Building, College Park, MD 20742, USA
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Department of Human Development and Quantitative Methodology, University of Maryland, College Park, USA
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According to the empirically and theoretically driven perspective of the RAND panel, reading comprehension is “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language” in which the reader, text, and activity are key elements (Snow, 2002, p. 11). Further, in delineating the characteristics of the reader, the definition included general cognitive capacities and abilities (e.g., memory, inferencing), types of knowledge (e.g., linguistic, vocabulary), and motivation (e.g., self-efficacy, interest in the text being read). Indeed, studies have shown that a variety of cognitive, engagement, and motivation variables (e.g., Taboada, Tonks, Wigfield, & Guthrie, 2009; Kim, 2017; Pressley & Harris, 2006; Wolters, Denton, York, & Francis, 2014) predict reading comprehension performance. Yet there is limited research on how
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