The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students
2009; Wiley; Volume: 43; Issue: 1 Linguagem: Inglês
10.1002/j.1545-7249.2009.tb00232.x
ISSN1545-7249
AutoresC. Patrick Proctor, Elaine Mo,
Tópico(s)EFL/ESL Teaching and Learning
ResumoTESOL QuarterlyVolume 43, Issue 1 p. 126-136 The Relationship Between Cognate Awareness and English Comprehension Among Spanish—English Bilingual Fourth Grade Students C. PATRICK PROCTOR, C. PATRICK PROCTOR Boston College Chestnut Hill, Massachusetts, United States C. Patrick Proctor is an assistant professor of literacy and language arts at the Lynch School of Education at Boston College, Chestnut Hill, Massachusetts, United States. His primary focus is on the literacy development of bilingual students at risk for literacy difficulties. His current research focuses on vocabulary instruction for students from various linguistic backgrounds to improve reading comprehension.Search for more papers by this authorELAINE MO, ELAINE MO Center for Applied Special Technology Wakefield, Massachusetts, United States Elaine Mo is a doctoral student at the Harvard Graduate School of Education, Wakefield, Massachusetts, United States. Her work centers on language and literacy development of English language learners, and her interests include investigating how culture influences learning and teaching. Her current research focuses on the vocabulary development of both English monolingual and bilingual students.Search for more papers by this author C. PATRICK PROCTOR, C. PATRICK PROCTOR Boston College Chestnut Hill, Massachusetts, United States C. Patrick Proctor is an assistant professor of literacy and language arts at the Lynch School of Education at Boston College, Chestnut Hill, Massachusetts, United States. His primary focus is on the literacy development of bilingual students at risk for literacy difficulties. His current research focuses on vocabulary instruction for students from various linguistic backgrounds to improve reading comprehension.Search for more papers by this authorELAINE MO, ELAINE MO Center for Applied Special Technology Wakefield, Massachusetts, United States Elaine Mo is a doctoral student at the Harvard Graduate School of Education, Wakefield, Massachusetts, United States. Her work centers on language and literacy development of English language learners, and her interests include investigating how culture influences learning and teaching. Her current research focuses on the vocabulary development of both English monolingual and bilingual students.Search for more papers by this author First published: 04 January 2012 https://doi.org/10.1002/j.1545-7249.2009.tb00232.xCitations: 34 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat REFERENCES Anderson, R. C., & Freebody, P. (1981) Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77–117). Newark, DE: International Reading Association. 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