Investigating the longitudinal and concurrent relationships between polysemous word knowledge and reading comprehension among Spanish-English bilingual middle school students

Logan, J. Kenneth; Kieffer, Michael J.

doi:10.1007/s11145-020-10071-z

Investigating the longitudinal and concurrent relationships between polysemous word knowledge and reading comprehension among Spanish-English bilingual middle school students

Published: 16 July 2020

Volume 34, pages 301–335, (2021)
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Abstract

This study investigates the concurrent and longitudinal relationships between polysemous word knowledge and reading comprehension among bilingual students (n = 107) followed from seventh to eighth grade. Standardized tests were used to measure decoding skills, broad vocabulary knowledge, and reading comprehension. Data about students’ polysemous word knowledge were collected using the Polysemous Word Test, an assessment designed to investigate students’ abilities to recognize the academic senses of words that also have casual, everyday meanings. The study provides longitudinal evidence that students’ knowledge of the academic senses of familiar words contributes to their future reading comprehension. Results from hierarchical multiple regression analyses indicated that students with better polysemous word knowledge in seventh grade show higher levels of grade eight reading comprehension, controlling for grade seven reading comprehension and other skills, compared to students with weaker polysemous word knowledge. Reading comprehension was found to predict polysemous knowledge in both seventh and eighth grade as well as between seventh and eighth grade.

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Evaluating the role of polysemous word knowledge in reading comprehension among bilingual adolescents

Article 04 May 2017

The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners

Article 04 January 2016

How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

Article 26 November 2022

Notes

Because controlling for casual senses of the polysemous words could arguably be overly conservative in partialling out the shared variance associated with the causal and academic meanings, we fit additional models excluding this control. Results were nearly identical, with similarly sized effects for academic meanings (Grade 7: β = .25, p = .001; Change in R² = .05; Grade 8: β = .29, p = .008; Change in R^2. = .04).
As with the concurrent analyses, we fit an additional model without controlling for casual meanings of polysemous words. Results were nearly identical with a very similarly sized effect for academic meanings (β = .23, p = .003; Change in R² = .04).

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Authors and Affiliations

School of Education, Johns Hopkins University, Baltimore, USA
J. Kenneth Logan
Department of Teaching and Learning, New York University, New York, USA
Michael J. Kieffer

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Appendix

Polysemous word test

Directions for individual administration: Please read aloud the entire test (i.e., the instructions, examples, test questions, and answer options). Read at a comfortable pace, keeping an eye on the student to make sure that he or she is not falling behind or working ahead.

Instructions

The meaning of a word often changes slightly depending on the way it is used in a sentence. In the following activity, you will be asked to read a sentence that contains a bold word. Choose the word or phrase that best explains the meaning of the bold word as it is being used in that sentence. The sentences and answer choices will be read out loud, and you will read them quietly to yourself. For example:

Example A.

I scratched my head in confusion.

a.
cabbage
b.
sneaker
c.
part of the body
d.
leader of a group
e.
to go somewhere

In this case, the best answer is (c) part of the body. But look at the next example:

Example B.

The general is the head of the army.

a.
cabbage
b.
sneaker
c.
part of the body
d.
leader of a group
e.
to go somewhere

The word in bold is still head, but the sentence has changed. This time, the best answer is (d) leader of a group.

Here are two more examples:

Example C.

Raphael jumped on the bed.

a.
started a car with battery cables
b.
bounced
c.
captured a piece in checkers
d.
moved quickly to something else
e.
attacked

In this case, the best answer is (b) bounced. But look at the next example:

Example D.

Raphael jumped to the next paragraph.

a.
started a car with battery cables
b.
bounced
c.
captured a piece in checkers
d.
moved quickly to something else
e.
attacked

The word in bold is still jumped, but the sentence has changed. This time, the best answer is (d) moved quickly to something else.

Please turn to the activity. Remember, choose the word or phrase that best explains the meaning of the bold word as it is being used in that sentence.

___________________________

1.
The brutal storm destroyed the old wooden structure.
1. a.
  part
2. b.
  length
3. c.
  introduction
4. d.
  building
5. e.
  organization
2.
The weight of his evidence changed my decision.
1. a.
  heaviness
2. b.
  metal
3. c.
  power
4. d.
  fragrance
5. e.
  absence
3.
That chapter of the crime novel was frightening.
1. a.
  time
2. b.
  section
3. c.
  branch
4. d.
  cover
5. e.
  description
4.
Her flexible nature made her easy to like.
1. a.
  not physically stiff
2. b.
  thin
3. c.
  not stubborn
4. d.
  funny
5. e.
  smart
5.
He strikes the baseball high into the treetops.
1. a.
  hits
2. b.
  walks out
3. c.
  taps
4. d.
  comes across to
5. e.
  goes away from
6.
His description provides a picture of the plan.
1. a.
  film
2. b.
  statue
3. c.
  concept
4. d.
  image
5. e.
  substitute
7.
The puppy followed the children through the forest.
1. a.
  watched
2. b.
  led
3. c.
  walked behind
4. d.
  understood
5. e.
  disagreed with
8.
This poem’s final image carries lots of anger.
1. a.
  drops off
2. b.
  avoids
3. c.
  holds and moves
4. d.
  expresses
5. e.
  orders and accepts
9.
The light sweater kept me warm and comfortable.
1. a.
  gentle
2. b.
  heavy
3. c.
  surprising
4. d.
  bright
5. e.
  thin
10.
Her comment points to mistakes in his reasoning.
1. a.
  uses a finger to direct attention
2. b.
  scores
3. c.
  indicates
4. d.
  uses a hand to say stop
5. e.
  brings corrections
11.
The students color on the paper with crayons.
1. a.
  reflect
2. b.
  add blue, red, yellow, etc.
3. c.
  influence
4. d.
  count one, two, three, etc.
5. e.
  confirm
12.
The book’s exciting plot took another sharp turn.
1. a.
  long break
2. b.
  change in direction
3. c.
  steep drop
4. d.
  surprising event
5. e.
  chance
13.
My younger sister runs faster than our brother.
1. a.
  drives
2. b.
  ends
3. c.
  owns
4. d.
  sprints
5. e.
  continues
14.
My essay expands on what we discussed earlier.
1. a.
  develops
2. b.
  looks
3. c.
  casts doubts
4. d.
  spreads
5. e.
  rises
15.
I used a yellow marker to highlight sentences.
1. a.
  verbally call attention to
2. b.
  verbally question
3. c.
  show the game’s best plays
4. d.
  physically mark in color
5. e.
  physically erase
16.
We listened as her arguments went in circles.
1. a.
  small groups
2. b.
  wide loops
3. c.
  bright skies
4. d.
  illogical directions
5. e.
  whispers
17.
She found her favorite coffee at the market.
1. a.
  discovered by chance
2. b.
  claimed
3. c.
  put down
4. d.
  made
5. e.
  scientifically observed
18.
He opened his essay with a funny story.
1. a.
  installed
2. b.
  unfolded
3. c.
  unlocked
4. d.
  began
5. e.
  compared
19.
The woman changed her position on the sofa.
1. a.
  job
2. b.
  way of speaking
3. c.
  memory
4. d.
  way of sitting
5. e.
  point of view
20.
The chart demonstrated her deep knowledge of stars.
1. a.
  marched
2. b.
  wondered
3. c.
  showed
4. d.
  pretended
5. e.
  proved
21.
The oranges increased the weight of his backpack.
1. a.
  heaviness
2. b.
  metal
3. c.
  power
4. d.
  fragrance
5. e.
  absence
22.
The character’s cold words show she is unhappy.
1. a.
  useless
2. b.
  mumbled
3. c.
  unpracticed
4. d.
  freezing
5. e.
  unfriendly
23.
The dancers stretched to keep their bodies flexible.
1. a.
  not physically stiff
2. b.
  thin
3. c.
  not stubborn
4. d.
  funny
5. e.
  smart
24.
He revised the structure of the whole argument.
1. a.
  part
2. b.
  length
3. c.
  introduction
4. d.
  building
5. e.
  organization
25.
He paints a beautiful picture of the mountain.
1. a.
  film
2. b.
  statue
3. c.
  concept
4. d.
  image
5. e.
  substitute
26.
That chapter of our mother’s life was frightening.
1. a.
  time
2. b.
  section
3. c.
  branch
4. d.
  cover
5. e.
  description
27.
The little boy carries lots of groceries home.
1. a.
  drops off
2. b.
  avoids
3. c.
  holds and moves
4. d.
  expresses
5. e.
  orders and accepts
28.
Your idea strikes me as an intelligent one.
1. a.
  hits
2. b.
  walks out
3. c.
  taps
4. d.
  comes across to
5. e.
  goes away from
29.
The woman points at her old apartment building.
1. a.
  uses a finger to direct attention
2. b.
  scores
3. c.
  indicates
4. d.
  uses a hand to say stop
5. e.
  brings corrections
30.
I followed the author’s argument through the book.
1. a.
  watched
2. b.
  led
3. c.
  walked behind
4. d.
  understood
5. e.
  disagreed with
31.
The dangerous mountain road took a sudden turn.
1. a.
  long break
2. b.
  change in direction
3. c.
  steep drop
4. d.
  surprising event
5. e.
  chance
32.
The dialogue contains a light touch of humor.
1. a.
  gentle
2. b.
  heavy
3. c.
  surprising
4. d.
  bright
5. e.
  thin
33.
The city expands beyond its ancient rock walls.
1. a.
  develops
2. b.
  looks
3. c.
  casts doubts
4. d.
  spreads
5. e.
  rises
34.
His mean words color my opinion of him.
1. a.
  reflect
2. b.
  add blue, red, yellow, etc.
3. c.
  influence
4. d.
  count one, two, three, etc.
5. e.
  confirm
35.
We watched the enormous eagle fly in circles.
1. a.
  small groups
2. b.
  wide loops
3. c.
  bright skies
4. d.
  illogical directions
5. e.
  whispers
36.
One year of the decade runs into another.
1. a.
  drives
2. b.
  ends
3. c.
  owns
4. d.
  sprints
5. e.
  continues
37.
He opened the heavy door for his grandmother.
1. a.
  installed
2. b.
  unfolded
3. c.
  unlocked
4. d.
  began
5. e.
  compared
38.
He shouted the words to highlight their importance.
1. a.
  verbally call attention to
2. b.
  verbally question
3. c.
  show the game’s best plays
4. d.
  physically mark in color
5. e.
  physically erase
39.
My mom demonstrated how to make perfect rice.
1. a.
  marched
2. b.
  wondered
3. c.
  showed
4. d.
  pretended
5. e.
  proved
40.
She found a connection between walking and health.
1. a.
  discovered by chance
2. b.
  claimed
3. c.
  put down
4. d.
  made
5. e.
  scientifically observed
41.
My fingers become cold without my warm mittens.
1. a.
  useless
2. b.
  mumbled
3. c.
  unpracticed
4. d.
  freezing
5. e.
  unfriendly
42.
The woman changed her position in the debate.
1. a.
  job
2. b.
  way of speaking
3. c.
  memory
4. d.
  way of sitting
5. e.
  point of view

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Logan, J.K., Kieffer, M.J. Investigating the longitudinal and concurrent relationships between polysemous word knowledge and reading comprehension among Spanish-English bilingual middle school students. Read Writ 34, 301–335 (2021). https://doi.org/10.1007/s11145-020-10071-z

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Published: 16 July 2020
Issue Date: February 2021
DOI: https://doi.org/10.1007/s11145-020-10071-z

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Investigating the longitudinal and concurrent relationships between polysemous word knowledge and reading comprehension among Spanish-English bilingual middle school students

Abstract

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Evaluating the role of polysemous word knowledge in reading comprehension among bilingual adolescents

The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners

How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

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Appendix

Polysemous word test

Instructions

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Investigating the longitudinal and concurrent relationships between polysemous word knowledge and reading comprehension among Spanish-English bilingual middle school students

Abstract

Access this article

Similar content being viewed by others

Evaluating the role of polysemous word knowledge in reading comprehension among bilingual adolescents

The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners

How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

Notes

References

Author information

Authors and Affiliations

Corresponding author

Additional information

Publisher's Note

Appendix

Appendix

Polysemous word test

Instructions

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About this article

Cite this article

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