Early-Adolescent Dual Language Learners' Reading Comprehension: Influences of Teacher Questions and Language Efficacy

Autor/inn/en	Griskell, Holly L.; Gámez, Perla B.
Titel	Early-Adolescent Dual Language Learners' Reading Comprehension: Influences of Teacher Questions and Language Efficacy
Quelle	In: Developmental Psychology, 59 (2023) 1, S.173-185 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Bilingualism; Reading Comprehension; Questioning Techniques; Correlation; Language Usage; Middle School Students; Teacher Student Relationship; Discussion; Teaching Methods; Scores; Reading Tests; English (Second Language); Spanish; Transitional Programs; Second Language Instruction; Grade 6; Family Environment; Reading Motivation; Classroom Communication; Measures (Individuals); Student Characteristics; Teacher Characteristics; Mainstreaming; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Bilingualismus; Leseverstehen; Befragungstechnik; Fragetechnik; Korrelation; Sprachgebrauch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Fremdsprachenunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Familienmilieu; Lesemotivation; Klassengespräch; Messdaten
Abstract	This study examined the relation between middle school Dual Language Learners' (DLLs'; N = 413; M age = 11.66 years old; 87.1% Latino; female = 234, male = 179) reading comprehension skills and their teachers' (N = 32; M age = 36.53 years; 81.3% Caucasian; female = 27, male = 5) questioning practices across the school year. This study also examined relations between DLLs' engagement in high-quality discussion practices, language efficacy (i.e., beliefs about their capabilities to use language), and reading comprehension. Results demonstrated that teachers' use of authentic (open-ended) questions was positively related to their DLL students' reading comprehension; teachers' questioning practices were consistent across the year. Results also revealed a positive interaction between DLLs' high-quality discussion practices and their language efficacy in predicting reading comprehension. That is, when DLLs had higher language efficacy, there was a more positive effect of their high-quality discussion practices on their Spring reading comprehension scores. These findings suggest that teachers' questioning practices are important in creating classroom environments that promote DLLs' reading comprehension. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01