Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners

This study examined the role of science domain knowledge, reading motivation, and decoding skills in reading comprehension achievement in third-grade students who are English learners (ELs) and students who are monolingual, using a nationally representative data set. Multigroup probit regression analyses showed that third-grade science domain knowledge and motivation for reading, decoding skills, and early attainment of decoding skills were significantly associated with third-grade reading comprehension in both language groups. Also, using Wald chi-square tests, the study showed that the association between third-grade science domain knowledge and reading comprehension was stronger in students who were ELs than in students who were monolingual. These findings suggest that cultivating science domain knowledge is very important to supporting reading comprehension development in third grade, particularly for students who are ELs.

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The Effects of Choice on Reading Engagement and Comprehension for Second- and Third-Grade Students: An Action Research Report

Journal of Montessori Research ◽

10.17161/jomr.v3i2.6453 ◽

2017 ◽

Vol 3 (2) ◽

pp. 19-38

Author(s):

Julie Fraumeni-Mcbride

Keyword(s):

Reading Comprehension ◽

Action Research ◽

School Performance ◽

Low Income ◽

High Income ◽

Reading Engagement ◽

Third Grade ◽

Research Report ◽

School Students ◽

Third Grade Students

Poor literacy rates contribute to low school performance for children across America. In particular, low-income schools continue to struggle with declining literacy rates. Issues with literacy are often attributed to lack of reading comprehension. This study tested the effects of choice on reading comprehension in second- and third-grade students at a high-income school and a low-income school. Students were observed while reading silently and aloud to see if either method affected reading comprehension. Data were collected from 32 students before, during, and after reading to determine whether students’ comprehension levels were higher when given opportunities to choose their own books or when they read assigned books. Trials were performed while students read silently and then aloud. Results indicated that students had higher comprehension levels both when they could choose their own books and when they read silently.

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The Effects of Text-to-Speech Program on Third Grade Students’ Reading Comprehension and Learning Independence

The Institute of Educational Research Chonnam National University ◽

10.35510/jer.2020.42.2.37 ◽

2020 ◽

Vol 42 (2) ◽

pp. 37-52

Author(s):

Michele O’Steen ◽

Sanghoon Park

Keyword(s):

Reading Comprehension ◽

Third Grade ◽

Text To Speech ◽

Third Grade Students

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Dynamic Assessment of Morphological Awareness and Third-Grade Literacy Success

Language Speech and Hearing Services in Schools ◽

10.1044/2015_lshss-14-0037 ◽

2015 ◽

Vol 46 (2) ◽

pp. 112-126 ◽

Cited By ~ 18

Author(s):

Julie A. Wolter ◽

Katherine Pike

Keyword(s):

Elementary School ◽

Reading Comprehension ◽

Dynamic Assessment ◽

Morphological Awareness ◽

Third Grade ◽

Language And Literacy ◽

Third Grade Students ◽

Literacy Success ◽

Early Elementary School ◽

Literacy Performance

Purpose The purpose of this study was to examine a dynamic assessment with graduated prompts to assess morphological awareness and determine whether such a task was related to third-grade literacy success. Method A dynamic assessment of morphological awareness was adapted and administered to 54 third-grade students in addition to a norm-referenced language and literacy battery. Results A dynamic assessment of morphological awareness measured a range of performance including that of emerging morphological awareness abilities and provided rich linguistic insights for how best to scaffold and prompt for such a skill. In addition, the dynamic morphological awareness measure was found to be significantly related to, and to contribute unique variance to, reading comprehension abilities. Conclusions These results suggest that morphological awareness is an important factor to consider when addressing students' literacy performance in early elementary school and that dynamic assessment appears to be a clinically valuable tool when examining early morphological awareness abilities.

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Exploring the importance of vocabulary for English as an additional language learners’ reading comprehension

Studies in Second Language Learning and Teaching ◽

10.14746/ssllt.2021.11.3.3 ◽

2021 ◽

Vol 11 (3) ◽

pp. 351-376

Author(s):

Gavin Brooks ◽

Jon Clenton ◽

Simon Fraser

Keyword(s):

Reading Comprehension ◽

Language Learners ◽

Reading Fluency ◽

English Learners ◽

Text Comprehension ◽

Vocabulary Knowledge ◽

Linguistic Knowledge ◽

Word Decoding ◽

Decoding Skills ◽

General Linguistic

This exploratory study represents an attempt to investigate the factors that may affect the reading comprehension abilities of English as an additional language (EAL) learners. For this study, we examined a participant group of 31 (25 EAL and 6 first language English) learners studying at an international school in Japan. We assessed the participants according to four factors shown to influence reading comprehension: vocabulary knowledge, word decoding skills, reading fluency, and general linguistic ability. Our results show that differences in vocabulary knowledge show more variance in reading comprehension scores than the other factors examined in this study, highlighting the importance of vocabulary knowledge for reading comprehension. However, other factors such as reading fluency and general linguistic knowledge are also shown to be moderate to strong predictors of reading comprehension. Based on these results, we suggest that EAL learners need targeted language support to enhance academic text comprehension.

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Improving Reading Comprehension of Third-Grade Students Through a Serious-Game Prototype

Digital Pedagogies and the Transformation of Language Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6745-6.ch004 ◽

2021 ◽

pp. 75-96

Author(s):

Laura S. Gaytán-Lugo

Keyword(s):

Reading Comprehension ◽

Serious Game ◽

Third Grade ◽

Comprehension Skill ◽

The Third ◽

Third Grade Students ◽

Comprehension Skills ◽

Tools And Techniques ◽

Future Work ◽

Reading Comprehension Skills

According to national and international assessment results, there is a serious problem regarding reading comprehension skills in Mexico, specifically global reading comprehension. Different tools and techniques have been used to try to minimize this problem. Serious games with educational purposes are a popular tool, as they are useful in developing abilities or improving learning on top of being fun to play. This chapter presents the use of a prototype of a serious game to improve global reading comprehension in children attending the third grade of primary school. The instruction design was empathizing in the design section. Through a quasi-experiment during a four-month period, the game was tested in five third-grade students. Results show a significant improvement in their global reading comprehension skill. However, as future work, and after the quarantine, a bigger sample size is required to generalize findings.

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The role of science domain knowledge and reading motivation in predicting informational and narrative reading comprehension in L1 and L2: An international study

Learning and Individual Differences ◽

10.1016/j.lindif.2019.101782 ◽

2019 ◽

Vol 76 ◽

pp. 101782 ◽

Cited By ~ 2

Author(s):

HyeJin Hwang

Keyword(s):

Reading Comprehension ◽

Domain Knowledge ◽

Reading Motivation ◽

International Study ◽

Science Domain ◽

L1 And L2

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Morphological awareness and reading abilities in second- and third-grade Hebrew readers

Applied Psycholinguistics ◽

10.1017/s0142716418000097 ◽

2018 ◽

Vol 39 (5) ◽

pp. 989-1009 ◽

Cited By ~ 3

Author(s):

VERED VAKNIN-NUSBAUM

Keyword(s):

Reading Comprehension ◽

Morphological Awareness ◽

Second Graders ◽

Third Graders ◽

Vocabulary Knowledge ◽

Third Grade ◽

Unique Contribution ◽

Phonological Decoding ◽

Third Grade Students ◽

Reading Abilities

ABSTRACTThe contribution of morphological awareness to reading comprehension in Hebrew was tested in 100 second- and third-grade students on three types of morphology: inflections, derivations, and construct formation, controlling for vocabulary knowledge. Third graders performed better than second graders on inflectional and construct formation awareness, but only derivations and construct formation predicted success in reading comprehension. Significant differences in reading comprehension but not in orthographic word recognition and phonological decoding were found between students with low and high morphological awareness. The results highlight the importance of examining the unique contribution of different components of morphological awareness to reading comprehension.

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