The Influence of Vocabulary on Reading Comprehension in Dual Language Learners
Abstract
The connection between language and reading is well established in monolingual children but not well understood in dual language learners (DLLs) who learn Arabic, a Semitic language characterized by diglossia. This study examines the relationship between language (vocabulary) and reading comprehension in English-Arabic DLLs. Results indicate that vocabulary predict reading comprehension both within and across languages of DLLs. Recommendations for practicing teachers of DLLs are underscored.
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