Indirect Effects of Preschool Vocabulary, Social Skills, and Inattention on First and Second Grade Reading Comprehension in Latinx Dual Language Learners

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dc.contributor.advisorGonzalez, Jorge E.
dc.contributor.committeeMemberKeller-Margulis, Milena A.
dc.contributor.committeeMemberFan, Weihua
dc.contributor.committeeMemberJones, Sara J.
dc.creatorClayton, Rebecca Johnson
dc.date.accessioned2022-08-08T22:03:11Z
dc.date.available2022-08-08T22:03:11Z
dc.date.createdAugust 2021
dc.date.issued2021-08
dc.date.updated2022-08-08T22:03:12Z
dc.description.abstractBackground: Early vocabulary skills, social skills, and inattention are linked to children’s later ability to read with comprehension. However, little is known about the mechanisms by which vocabulary, social skills, and inattention contribute to later reading comprehension in Latinx dual language learners (DLLs). Purpose: This study examined (1) the extent to which social skills and inattention in the middle of preschool mediate the relationship between receptive and expressive vocabulary skills at the beginning of preschool and reading comprehension at the beginning of first and second grade and (2) the extent to which receptive and expressive vocabulary skills at the end of preschool mediate the relationship between social skills and inattention in the middle of preschool and reading comprehension at the beginning of first and second grade in Latinx DLLs. Methods: Participants included 223 Latinx DLLs who participated in a larger study investigating the effects of a shared-book reading intervention on vocabulary skills. The study occurred over four years with participants’ vocabulary skills, social skills, and inattention measured in preschool and their reading comprehension assessed in first and second grade. Mediation analyses were conducted using ordinary least squares path analysis with bootstrapping. Results: Students with fewer inattention problems in preschool had significantly higher reading comprehension scores in second grade due to higher receptive vocabulary at the end of preschool. Additionally, students with higher expressive vocabulary at the beginning of preschool had significantly higher reading comprehension abilities in second grade, and students with higher receptive vocabulary at the end of preschool had significantly higher reading comprehension abilities in first and second grade. Conclusion: These findings suggest that targeting receptive and expressive vocabulary and attentive behaviors in preschool may be important for enhancing later reading comprehension abilities in Latinx DLL students.
dc.description.departmentPsychological, Health, and Learning Sciences, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/10722
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectPreschool
dc.subjectElementary school
dc.subjectDual Language Learners
dc.subjectVocabulary
dc.subjectSocial skills
dc.subjectInattention
dc.subjectReading comprehension
dc.titleIndirect Effects of Preschool Vocabulary, Social Skills, and Inattention on First and Second Grade Reading Comprehension in Latinx Dual Language Learners
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentPsychological, Health, and Learning Sciences, Department of
thesis.degree.disciplineSchool Psychology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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