The role of formal definitions in reading comprehension of bilingual students

Aydin Y. Durgunoǧlu, Zehra F. Peynircioǧlu, Montserrat Mir

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

4 Scopus citations

Abstract

In upper elementary grades, once word recognition is efficient, reading comprehension is more affected by processes such as vocabulary and background knowledge. One facet of vocabulary knowledge that is closely related to comprehension is the quality of formal definitions, as this knowledge reflects the student's awareness of decontextualized language. Spanish-English fourth-grade students who have just been transitioned to all-English classrooms gave definitions to words from Spanish and English expository passages before reading the texts and answering questions about them. The quality of formal definitions was correlated across the two languages, indicating cross-language transfer of this metalinguistic awareness. In addition, formal definition quality was related to reading comprehension both within and across languages.

Original languageEnglish (US)
Title of host publicationSentence processing in bilinguals
Pages299-316
Number of pages18
Volume134
EditionC
DOIs
StatePublished - Dec 1 2002

Publication series

NameAdvances in Psychology
PublisherElsevier
ISSN (Print)0166-4115

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  • Cite this

    Durgunoǧlu, A. Y., Peynircioǧlu, Z. F., & Mir, M. (2002). The role of formal definitions in reading comprehension of bilingual students. In Sentence processing in bilinguals (C ed., Vol. 134, pp. 299-316). (Advances in Psychology). https://doi.org/10.1016/S0166-4115(02)80016-4