Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Author
| Castaneda, Ruben | 1 |
| Cremer, M. | 1 |
| Geva, Esther | 1 |
| Hiebert, Elfrieda H. | 1 |
| Koh, Poh Wee | 1 |
| O'Connor, Megan | 1 |
| Schoonen, R. | 1 |
| Scott, Judith A. | 1 |
| Spichtig, Alexandra | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Education | 3 |
| Grade 5 | 3 |
| Intermediate Grades | 2 |
| Middle Schools | 2 |
| Secondary Education | 2 |
| Elementary Secondary Education | 1 |
| Grade 4 | 1 |
| Junior High Schools | 1 |
Audience
Location
| California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 1 |
| Raven Progressive Matrices | 1 |
| Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textHiebert, Elfrieda H.; Scott, Judith A.; Castaneda, Ruben; Spichtig, Alexandra – Education Sciences, 2019
The two studies reported on in this paper examine the features of words that distinguish students' performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge. The two studies differ in the type of assessment, the types of words that were studied, and the grade levels and…
Descriptors: Difficulty Level, English Language Learners, Elementary School Students, Secondary School Students
Direct linkO'Connor, Megan; Geva, Esther; Koh, Poh Wee – Journal of Learning Disabilities, 2019
This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants…
Descriptors: English Language Learners, Semantics, Listening Comprehension, Reading Comprehension
Cremer, M.; Schoonen, R. – Applied Psycholinguistics, 2013
The influences of word decoding, availability, and accessibility of semantic word knowledge on reading comprehension were investigated for monolingual "("n = 65) and bilingual children ("n" = 70). Despite equal decoding abilities, monolingual children outperformed bilingual children with regard to reading comprehension and…
Descriptors: Monolingualism, Bilingualism, Grade 5, Elementary School Students
