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

References

• Adesope, O. O., Lavin, T., Thompson, T., & Ungerleider, C. (2010). A systematic review and meta-analysis of the cognitive correlates of bilingualisms. Review of Educational Research, 80, 207–245. http://dx.doi.org/10.3102/0034654310368803
   Web of Science ®Google Scholar
• Amaral, O. M., Garrison, L., & Klentschy, M. (2002). Helping English learners increase achievement through inquiry-based science instruction. Bilingual Researcher Journal, 26, 213–239. http://dx.doi.org/10.1080/15235882.2002.10668709
   Google Scholar
• Ardasheva, Y., Firestone, J. B., Lamb, R., & Newcomer, S. N. (April, 2016). Contributions of strategies, self-efficacy, and general and technical vocabulary to science reading comprehension among ELs. Roundtable presented at the annual meeting of the American Educational Research Association (AERA), Washington, DC.
   Google Scholar
• Ardasheva, Y., Norton-Meier, L., & Hand, B. (2015). Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners. Studies in Science Education, 51(2), 201–249. doi:10.1080/03057267.2015.1078019
   Web of Science ®Google Scholar
• Ardasheva, Y., & Tretter, T. R. (2015). Developing science-specific, technical vocabulary of high-school newcomer English learners. International Journal of Bilingual Education and Bilingualism. Published online: http://www.tandfonline.com/doi/abs/10.1080/13670050.2015.1042356?journalCode=rbeb20
   Web of Science ®Google Scholar
• Ardasheva, Y., Tretter, T. R., & Kinny, M. (2012). English language learners and academic achievement: Revisiting the threshold hypothesis. Language Learning, 62(3), 769–812. doi:10.1111/j.1467-9922.2011.00652.x
   Web of Science ®Google Scholar
• August, D., Artzi, L., & Barr, C. (2015). Helping ELLs meet standards in English language arts and science: An intervention focused on academic vocabulary. Reading & Writing Quarterly, 34, 373–396. http://dx.doi.org/10.1080/10573569.2015.1039738
   Web of Science ®Google Scholar
• August, D., Branum-Martin, L., Cardenas-Hagan, E., & Francis, D. J. (2009). The impact of an instructional intervention on the science and language learning of middle grade English language learners. Journal of Research on Educational Effectiveness, 2, 345–376. http://dx.doi.org/10.1080/19345740903217623
   Google Scholar
• August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the national literacy panel on language minority children and youth. Mahwah, NJ: Erlbaum.
   Google Scholar
• Baroody, A. E., Merritt, E. G., & Rimm-Kaufman, S. E. (2014). Examining math and science self-efficacy and anxiety in fifth grade English learners. Paper presented at the annual meeting of the American Educational Research Association (AERA), Philadelphia.
   Google Scholar
• Barr, C., August, D., & Artzi, L. (2014, April). Investigating different methods of vocabulary instruction in a science summer school program for English learners in elementary school. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
   Google Scholar
• Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251–271. http://dx.doi.org/10.1086/511706
   Web of Science ®Google Scholar
• Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93, 498–520. http://dx.doi.org/2111/10.1037/0022-0663.93.3.498
   Web of Science ®Google Scholar
• British Council. (2013). The English effect: The impact of English, what it's worth to the UK and why it matters to the world. Retrieved from http://www.britishcouncil.org/organisation/publications/the-english-effect
   Google Scholar
• Brown, J., Miller, J., & Mitchell, J. (2006). Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy, 29, 150–162.
   Google Scholar
• Buxton, C., & Lee, O. (2014). English learners in science education. In N. G. Lederman & S. K Abell (Eds), Handbook of research in science education (pp. 204–223). New York, NY: Springer.
   Google Scholar
• Carlo, M. S., August, D., McLaughlin, B., Snow, C. E., Dressler, C., Lippman, D. N., … White, C. E. (2004). Closing the gap: Addressing the vocabulary needs of English language learners in bilingual and mainstream classrooms. Reading Research Quarterly, 39, 188–215. http://dx.doi.org/10.1598/RRQ.39.2.3
   Web of Science ®Google Scholar
• Cervetti, G., Pearson, P. D., Bravo, M. A., & Barber, J. (2006). Reading and writing in the service of inquiry-based science. In R. Douglas, M. Klentschy, & K. Worth (Eds.), Linking science and literacy in the K-8 classroom (pp. 221–244). Arlington, VA: NSTA.
   Google Scholar
• Cisco, B. K., & Padrón, Y. (2012). Investigating vocabulary and reading strategies with middle grades English language learners: A Research Synthesis. RMLE Online, 36(4), 1–23. http://dx.doi.org/10.1080/19404476.2012.11462097
   Google Scholar
• Cook, G., Boals, T., & Lundberg, T. (2011, November). Academic achievement for English Learners—What can we reasonably expect? Phi Delta Kappan, 93(3), 66–69.
   Web of Science ®Google Scholar
• Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. doi: 10.2307/3587951
   Google Scholar
• Crosson, A. C., & Lesaux, N. K. (2013). Does knowledge of connectives play a unique role in the reading comprehension of English language learners and English-only students? Journal of Research in Reading, 36, 241–260. http://dx.doi.org/10.1111/j.1467-9817.2011.01501.x
   Web of Science ®Google Scholar
• CTB/McGraw-Hill. (2013). Washington English Language Proficiency Assessment (WELPA) [Technical Report 2011–2012 School Year]. Monterey, CA: Author.
   Google Scholar
• CTB/McGraw-Hill. (2014). Washington English Language Proficiency Assessment: Interpretation guide. Monterey, CA: Author.
   Google Scholar
• Dalton, S. (1979). Validation of the Language Assessment Scales. Educational and Psychological Measurement, 39, 1001–1003. http://dx.doi.org/10.1177/001316447903900439
   Web of Science ®Google Scholar
• Duncan, S. E., & De Avila, E. A. (1994). Language Assessment Scale (LAS-O). Monterey, CA: CTB/McGraw-Hill.
   Google Scholar
• Editorial Projects in Education. (2009). Quality Counts 2009: Portrait of a population—How English-language learners are putting schools to the test [Special issue]. Education Week, 28(17).
   Google Scholar
• Fang, Z. (2008). Going beyond the fab five: Helping students cope with the unique linguistic challenges of expository reading in intermediate grades. Journal of Adolescent & Adult Literacy, 51, 476–487. http://dx.doi.org/10.1598/jaal.51.6.
   Web of Science ®Google Scholar
• Fang, Z., & Schleppegrell, M. J. (2008). Technicality and reasoning in Science: Beyond vocabulary. In Z. Fang & M. J. Schleppegrell (Eds.), Reading in secondary content areas (pp. 18–38). Ann Arbor, MI: University of Michigan Press.
   Google Scholar
• Fazio, X., & Gallagher, T. L. (2014). Morphological development levels of science content vocabulary: Implications for science-based texts in elementary classrooms. International Journal of Science and Mathematics Education, 12, 1407–1423. http://dx.doi.org/10.1007/s10763-013-9470-4
   Web of Science ®Google Scholar
• Fisher, P. J., & Blachowicz, C. L. (2013). A few words about math and science. Educational Leadership, 71(3), 46–51.
   Web of Science ®Google Scholar
• Ford-Connors, E., & Paratore, J. R. (2015). Vocabulary instruction in fifth grade and beyond: Sources of word learning and productive contexts for development. Review of Educational Research, 85(1), 50–91. http://dx.doi.org/10.3102/0034654314540943
   Web of Science ®Google Scholar
• Hakuta, K., Butler, Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? ( Policy Report 2000-1). San Francisco, CA: University of California, Linguistic Minority Research Institute.
   Google Scholar
• Harmon, J. M., Hedrick, W. B., & Wood, K. D. (2005). Research on vocabulary instruction in the content areas: Implications for struggling readers. Reading & Writing Quarterly, 21, 261–280. http://dx.doi.org/10.1080/10573560590949377
   Google Scholar
• Hayes, A. F. (2013). An introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.
   Google Scholar
• Hwang, J. K., Lawrence, J. F., Mo, E., & Snow, C. E. (2014). Differential effects of a systematic vocabulary intervention on adolescent language minority students with varying levels of English proficiency. International Journal of Bilingualism, 19, 314–332.
   Web of Science ®Google Scholar
• Jiménez, R. T., García, G. E., & Pearson, P. D. (1995). Three children, two languages, and strategic reading: Case studies in bilingual/monolingual reading. American Educational Research Journal, 32, 31–61. http://dx.doi.org/10.3102/00028312032001067
   Web of Science ®Google Scholar
• Jiménez, R. T., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31, 90–112. http://dx.doi.org/10.1598/RRQ.31.1.5
   Web of Science ®Google Scholar
• Kim, J., & Herman, J. L. (2009). A three-state study of English learner progress. Educational Assessment, 14, 212–231. http://dx.doi.org/10.1080/10627190903422831
   Google Scholar
• Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15, 437–451. http://dx.doi.org/10.1017/S1366728911000393
   Web of Science ®Google Scholar
• Lazarin, M. (2006). Improving assessment and accountability for English language learners in the No Child Left Behind Act. ( Issue Brief No. 6). Washington, DC: National Council of La Raza.
   Google Scholar
• Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75, 491–510. http://dx.doi.org/10.3102/00346543075004491
   Web of Science ®Google Scholar
• Lee, O., Deaktor, R., Enders, C., & Lambert, J. (2008). Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 45, 726–747. http://dx.doi.org/10.1002/tea.20231
   Web of Science ®Google Scholar
• Lee, O., Penfield, R. D., & Maerten-Rivera, J. (2009). Effects of fidelity of implementation on science achievement gains among English language learners. Journal of Research in Science Teaching, 46, 836–859. http://dx.doi.org/10.1002/tea.20335
   Web of Science ®Google Scholar
• Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners: Language demands and opportunities in relation to Next Generation Science Standards. Educational Researcher, 42, 223–233. http://dx.doi.org/10.3102/0013189X13480524
   Web of Science ®Google Scholar
• Lesaux, N. K., (with Koda, K., Siegel, L. S., & Shanahan, T). (2006). Development of literacy of language minority learners. In D. L. August & T. Shanahan (Eds.), Developing literacy in a second language: Report of the National Literacy Panel (pp. 75–122). Mahwah, NJ: Erlbaum.
   Google Scholar
• Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. G. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45, 196–228. http://dx.doi.org/10.1598/RRQ.45.2.3
   Google Scholar
• Lynch, S., Kuipers, J., Pyke, C., & Szesze, M. (2005). Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant. Journal of Research in Science Teaching, 42, 921–946. http://dx.doi.org/10.1002/tea.20080
   Web of Science ®Google Scholar
• Macken-Horarik, M. (2002). “Something to shoot for”: A systemic functional approach to teaching genre in secondary school science. In A. Johns, (Ed.), Genre in the classroom (pp. 17–42). Mahwah, NJ: Erlbaum.
   Google Scholar
• Maerten-Rivera, J., Myers, N., Lee, O., & Penfield, R. (2010). Student and school predictors of high-stakes assessment in science. Science Education, 94, 937–962. http://dx.doi.org/10.1002/sce.20408
   Web of Science ®Google Scholar
• Mahon, E. A. (2006). High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal, 30, 479–497. http://dx.doi.org/10.1080/15235882.2006.10162886
   Google Scholar
• Mancilla-Martinez, J., & Lesaux, N. K. (2010). Predictors of reading comprehension for struggling readers: The case of Spanish-speaking language minority learners. Journal of Educational Psychology, 102, 701–711. http://dx.doi.org/2111/10.1037/a0019135
   PubMed Web of Science ®Google Scholar
• Miller, J. (2009). Teaching refugee learners with interrupted education in science: Vocabulary, literacy and pedagogy. International Journal of Science Education, 31, 571–592. http://dx.doi.org/10.1080/09500690701744611
   Web of Science ®Google Scholar
• Miller, J., Mitchell, J., & Brown, J. (2005). African refugees with interrupted schooling in the high school mainstream: Dilemmas for teachers and students. Prospect Journal: An Australian Journal of TESOL, 20, 19–33.
   Google Scholar
• National Center for Education Statistics. (2014). English language earners. Retrieved from: http://nces.ed.gov/programs/coe/indicator_cgf.asp
   Google Scholar
• National Commission of Science and Mathematics Teaching for the 21st Century. (2000). The Glenn commission report: Before it's too late. Washington, DC: Author. Retrieved from http://modeling.asu.edu/GlennReport2000.pdf
   Google Scholar
• New York City Department of Education. (2009). Diverse learners on the road to success: The performance of New York City's English language learners. New York, NY: Author.
   Google Scholar
• O'Donnell, C. (2008). Catastrophic events (2nd ed.). Burlington, NC: Carolina Biological Supply Company.
   Google Scholar
• Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246–256. http://dx.doi.org/10.1037/0022-0663.97.2.246.
   Web of Science ®Google Scholar
• Richardson Bruna, K., Roberta, V., & Perales Escudero, M. (2007). What's language got to do with it? A case study of academic language instruction in a high school “English Learner Science” class. Journal of English for Academic Purposes, 6, 36–54. http://dx.doi.org/10.1016/j.jeap.2006.11.00
   Google Scholar
• Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness. Washington, DC: Center for American Progress.
   Google Scholar
• Schleppegrell, M. J. (2004). The language of schooling: A functional linguistic perspective. Mahwah, NJ: Erlbaum.
   Google Scholar
• Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behavior of two new versions of the Vocabulary Levels Test. Language Testing, 18, 55–88. http://dx.doi.org/10.1177/026553220101800103
   Google Scholar
• Schrank, F. A., Fletcher, T. V., & Alvarado, C. G. (1996). Comparative validity of three English oral language proficiency tests. Bilingual Research Journal, 20, 55–68. http://dx.doi.org/10.1080/15235882.1996.10668620
   Google Scholar
• Scott, J., Jamieson-Noel, D., & Asselin, M. (2003). Vocabulary instruction throughout the day in twenty three Canadian upper-elementary classrooms. The Elementary School Journal, 103, 269–286. http://www.jstor.org/stable/1002272
   Web of Science ®Google Scholar
• Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328, 450–452. http://dx.doi.org/10.1126/science.1182597
   PubMed Web of Science ®Google Scholar
• Spada, N., & Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning, 60, 263–308. http://dx.doi.org/10.1111/j.1467-9922.2010.00562.x
   Web of Science ®Google Scholar
• Taboada, A. (2012). Relationships of general vocabulary, science vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency. Instructional Science, 40, 901–923. http://dx.doi.org/10.1007/s11251-011-9196-z
   Web of Science ®Google Scholar
• Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa-Cruz, CA: University of California, Center for Research on Education, Diversity and Excellence.
   Google Scholar
• Tong, F., Irby, B. J., Lara-Alecio, R., & Koch, J. (2014). Integrating literacy and science for English language learners: From learning-to-read to reading-to-learn. The Journal of Educational Research. Retrieved from: http://www.tandfonline.com/doi/abs/10.1080/00220671.2013.833072#.U5iywvldWvw
   PubMed Web of Science ®Google Scholar
• Torres, H. N., & Zeidler, D. L. (2002). The effects of English language proficiency and scientific reasoning skills on the acquisition of science content knowledge by Hispanic English language learners and native English language speaking students. Electronic Journal of Science Education, 6(3). Retrieved from http://ejse.southwestern.edu/article/view/7683/5450
   Google Scholar
• Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing, 22, 993–1019. http://dx.doi.org/10.1007/s11145-008-9141-y
   Web of Science ®Google Scholar
• Umbel, V. M., Pearson, B. Z., Fernandez, M. C., & Oller, D. K. (1992). Measuring bilingual children's receptive vocabularies. Child Development, 63, 1012–1020. http://dx.doi.org/10.1111/j.1467-8624.1992.tb01678.x
   PubMed Web of Science ®Google Scholar
• Zwiers, J. (2007). Teacher practices and perspectives for developing academic language. International Journal of Applied Linguistics, 17, 93–116. http://dx.doi.org/10.1111/j.1473-4192.2007.00135.x
   Google Scholar