The DOI matches its Crossref record; 79 of the 79 references it cites were found in a registry or an index.
Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension.
Abstract
A structural equation model of second language (L2; English) reading comprehension was tested on a sample of 135 Spanish-speaking 4th-grade English-language learners (ELLs). The model included 2 levels: decoding and oral language. English decoding measures included alphabetic knowledge and fluency. English oral language measures included vocabulary knowledge and listening comprehension. The model had reasonable goodness of fit. Decoding skills played a less predictive role than oral language proficiency. L2 listening comprehension made an independent, proximal contribution to L2 reading comprehension, whereas L2 vocabulary knowledge assumed both proximal and distal relationships with L2 reading comprehension. Results suggest that, given adequate L2 decoding ability, L2 vocabulary knowledge is crucial for improved English reading comprehension outcomes for Spanish-speaking ELLs.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
(1991) · Choice Reviews Online · doi:10.5860/choice.28-5764 · Cited by 6,847
Learning Vocabulary in Another Language
Nation, I. S. P. (2001) · Cambridge University Press · doi:10.1017/cbo9781139524759 · Cited by 6,608
Langenberg, D. N. (2000) · Cited by 4,305
Decoding, reading, and reading disability.
Gough, P. B., & Tunmer, W. E. (1986) · Remedial and Special Education · doi:10.1177/074193258600700104 · Cited by 3,972
Linguistic Interdependence and the Educational Development of Bilingual Children
Cummins, J. (1979) · Review of Educational Research · doi:10.2307/1169960 · Cited by 3,318
Hoover, W. A., & Gough, P. B. (1990) · Reading and Writing · doi:10.1007/bf00401799 · Cited by 2,956
Chall, J. S. (1983) · Medical Entomology and Zoology · Cited by 1,739
Reading Research Advances in Theory and Practice
Besner, D., Waller, T. G., & MacKinnon, G. E. (1985) · Cited by 1,618
Basics of Structural Equation Modeling
Maruyama, G. (1998) · Sage eBooks · doi:10.4135/9781483345109 · Cited by 1,516
Suárez-Orozco, M., & Suárez-Orozco, C. (2015) · Phi Delta Kappan · doi:10.1177/0031721715619911 · Cited by 1,443
Research works printed but not linked: 15
- August, 1997, Improving schooling for language-minority students: A research agenda.
- Blachman, 2000, Phonological awareness., Vol. 3, 483
- Coady, 1993, Research on ESL/EFL vocabulary acquisition: Putting it in context., 3
- 10.2307/1170735 · doi:10.2307/1170735
- Haynes, 1993, American and Chinese readers learning from lexical familiarizations in English text., 130
- 10.2307/1163499 · doi:10.2307/1163499
- 10.1037/0022-0663.78.4.243 · doi:10.1037/0022-0663.78.4.243 · Paper page
- Koda, 1997, Orthographic knowledge in L2 lexical processing: A cross-linguistic perspective., 35
- Nagy, 2000, Vocabulary processes., Vol. 3, 269
- Perfetti, 1985, Reading ability.
- Perfetti, 1987, Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children., Merrill-Palmer Quarterly, 33, 283
- Saragoza, 1998, Who counts? Title VII and the Hispanic classification., 44
- 10.1037/0022-0663.85.3.509 · doi:10.1037/0022-0663.85.3.509
- Ulijn, 1981, Conceptual and syntactic strategies in reading a foreign language., Vol. 9, 129
- Woodcock, 1991, WLPB-R: Examiner's manual.
Cited by
Lervåg, A., & Aukrust, V. G. (2010) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2009.02185.x · Cited by 368
Proctor, C. P., August, D., Carlo, M. S., & Snow, C. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.159 · Cited by 365
Self-citationKieffer, M. J., & Lesaux, N. K. (2008) · Reading and Writing · doi:10.1007/s11145-007-9092-8 · Cited by 326
Age of first bilingual language exposure as a new window into bilingual reading development
KOVELMAN, I., BAKER, S. A., & PETITTO, L.-A. (2008) · Bilingualism: Language and Cognition · doi:10.1017/s1366728908003386 · Cited by 221
Chung, S. C., Chen, X., & Geva, E. (2019) · Journal of Neurolinguistics · doi:10.1016/j.jneuroling.2018.01.003 · Cited by 203
Metadata
- Authors
- Proctor, C. P., Carlo, M., August, D., & Snow, C.
- Venue
- Journal of Educational Psychology
- Published
- 2005-05
- Volume
- 97
- Issue
- 2
- Pages
- 246-256
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2026738852
- Cited by
- 503
- References
- 79
- FWCI
- 17.15
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension. https://app.cochat.ai/papers/10.1037/0022-0663.97.2.246
- The paper
- Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-Speaking Children Reading in English: Toward a Model of Comprehension. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.97.2.246
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
