Academic vocabulary and language skills: Predictors of reading comprehension of upper elementary and middle school students in mexico [Vocabulario académico y habilidades lingüísticas: predictores de la comprensión lectora de estudiantes de primaria y secundaria en México] Article uri icon

abstract

  • Prior studies suggest that academic language skills measures positively predicted reading comprehension outcomes of adolescents. Expanding on studies that have explored these relations in Spanish-speaking youth, the present study examines the specific contribution of academic vocabulary knowledge and academic language skills to the Spanish reading comprehension of elementary as well as middle school students in Northeast Mexico. A total of 1103 public school students in 5th and 6th elementary grades (n=671) and 1st and 2nd middle school grades (n=432) took part in the study. Participants were assessed on academic vocabulary, academic language skills, and reading comprehension. Demographic and SES data were also obtained. Aligning with prior research conducted with English speakers in the U.S. and Spanish speakers in Chile, findings revealed that academic vocabulary knowledge and academic language skills are essential to reading comprehension outcomes. Our study adds to the growing evidence of academic language skills and academic vocabulary, as key predictors of text comprehension for Spanish-speaking adolescents in Latin America and expands the sample to Mexican students. © 2021 PEL

publication date

  • 2021-01-01