The Relation Between Academic Word Use and Reading Comprehension for Students From Diverse Backgrounds.

Allyssa VelDink,Carla L. Wood,Christopher Schatschneider

doi:10.1044/2020_lshss-19-00099

Allyssa VelDink, Carla L. Wood + Show 1 more

Open Access

https://doi.org/10.1044/2020_lshss-19-00099

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Abstract

Purpose The aims of the current project were twofold: (a) to describe the use of academic words in written language samples by fifth-grade students and (b) to examine the predictive relation between academic word use in academic writing and reading comprehension. Method Investigators utilized written expository responses of 1,128 students in fifth grade who differed in English proficiency and language ability. The sample included 214 students who were English learners (ELs) and 144 students with identified language learning disabilities (LLD). Group differences in the use of academic words from the Coxhead word list were examined. Results ELs and students with LLD used academic words less frequently than their peers and demonstrated less variety in their academic word use. There was a significant relation between students' use of academic words and reading comprehension. Academic word use accounted for 16% of the variance in reading comprehension, which was not significantly different for ELs or students with LLD. The relation was moderated by economic advantage, with the strength of the relation being lower for students who were eligible for free/reduced lunch. Conclusions Findings support the need for additional research on ways to improve academic vocabulary skills to minimize achievement gaps. The relation between academic word use and reading comprehension warrants further consideration.

Highlights

Academic language is increasingly recognized as an essential ingredient for success in schools and has received growing attention in language and literacy research (e.g., Lesaux et al, 2014; Pilgreen, 2006; Proctor et al, 2019; Schleppegrell & Colombi, 2002; Snow & Uccelli, 2009)
To address the first research question, we first describe the total number of academic words and number of different academic vocabulary used in writing by students in fifth grade
We fit an unconditional model that partitioned the variance into two components: the variance between schools and the variance within schools between students

Summary

Introduction

Academic language is increasingly recognized as an essential ingredient for success in schools and has received growing attention in language and literacy research (e.g., Lesaux et al, 2014; Pilgreen, 2006; Proctor et al, 2019; Schleppegrell & Colombi, 2002; Snow & Uccelli, 2009). A few researchers (e.g., Snow & Uccelli, 2009) have converged on the definition by Scarcella (2003), which describes academic English as “a variety or register of English used in professional books and characterized by the linguistic features associated with academic disciplines” Given that academic language encompasses the sophisticated language variety used in school contexts, academic vocabulary has been a central feature in much of the research on academic language. Characterized by an abstract and decontextualized nature, academic words are sometimes referred to as sophisticated words due to their tendency to be used in school-based contexts. Such words consist of general academic vocabulary

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