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The Journal of Educational Research Volume 110, 2017 - Issue 6
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Original Articles

Mediation in the relationship among EL status, vocabulary, and science reading comprehension

Yuliya ArdashevaDepartment of Teaching and Learning, Washington State University Tri-Cities, Richland, Washington, USACorrespondence[email protected]
,
Sarah N. NewcomerDepartment of Teaching and Learning, Washington State University Tri-Cities, Richland, Washington, USA
,
Jonah B. FirestoneDepartment of Teaching and Learning, Washington State University Tri-Cities, Richland, Washington, USA
&
Richard L. LambDepartment of Learning and Instruction, University at Buffalo, the State University of New York, Buffalo, New York, USA
Pages 665-674 | Received 09 Dec 2015, Accepted 31 Mar 2016, Published online: 16 Sep 2016

Citations (12)

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Read on this site (4)

Sofie Henschel, Birgit Heppt & Ilonca Hardy. (2023) Structure and associations of science vocabulary, general academic vocabulary, and science knowledge. The Journal of Educational Research 116:6, pages 356-370.
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Natalie L. Bohlmann & Natalia Palacios. (2023) Examining Child, Family, Classroom, and School Factors Associated with Latinx Children’s Early Science Achievement. Early Education and Development 0:0, pages 1-22.
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Anna Karin Roo, Yuliya Ardasheva, Sarah N. Newcomer & Margarita Vidrio Magaña. (2020) Contributions of tracking, literacy skills, and attitudes to science achievement of students with varied English proficiency. International Journal of Bilingual Education and Bilingualism 23:9, pages 1108-1124.
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Yuliya Ardasheva, Zhe Wang, Anna Karin Roo, Olusola O. Adesope & Judith A. Morrison. (2018) Representation visuals' impacts on science interest and reading comprehension of adolescent English learners. The Journal of Educational Research 111:5, pages 631-643.
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Articles from other publishers (8)

Birgit Heppt, Sofie Henschel, Ilonca Hardy & Katrin Gabler. (2022) Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?. European Journal of Psychology of Education 38:4, pages 1377-1401.
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Benjamin Carcamo. (2023) The roles of vocabulary knowledge and metacognitive awareness as mediators between prior knowledge and L2 academic reading. International Journal of Applied Linguistics 33:2, pages 292-326.
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Rebeca Arndt. (2022) Vocabulary in digital science resources for middle school learners. Applied Corpus Linguistics 2:3, pages 100023.
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Michael Ratajczak, Bimali Indrarathne & Judit Kormos. (2021) The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers. Journal of the European Second Language Association 5:1, pages 133-147.
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Laura Northrop & Elena Andrei. (2021) Vocabulary instruction for Grades 3–8 English learners: An analysis of resources. TESOL Journal 12:1.
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Yang Dong, Yi Tang, Sammy Xiao-Ying Wu, Wei-Yang Dong & Zhen Li. (2020) Longitudinal Effects of Mediums of Word Explanation on L2 Vocabulary Learning Strategies Among Chinese Grade-7 Students. Frontiers in Psychology 11.
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Yuliya Ardasheva, Kira J. Carbonneau, Anna Karin Roo & Zhe Wang. (2018) Relationships among prior learning, anxiety, self-efficacy, and science vocabulary learning of middle school students with varied English language proficiency. Learning and Individual Differences 61, pages 21-30.
Crossref
Yuliya Ardasheva. 2017. Teaching Science to English Language Learners. Teaching Science to English Language Learners 219 241 .

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