The Relation Between Academic Word Use and Reading Comprehension for Students From Diverse Backgrounds

Purpose The aims of the current project were twofold: (a) to describe use academic words in written language samples by fifth-grade students and (b) examine predictive relation between word writing reading comprehension. Method Investigators utilized expository responses 1,128 fifth grade who differed English proficiency ability. sample included 214 learners (ELs) 144 with identified learning disabilities (LLD). Group differences from Coxhead list examined. Results ELs LLD used less frequently than their peers demonstrated variety use. There was a significant students' Academic accounted for 16% variance comprehension, which not significantly different or LLD. moderated economic advantage, strength being lower eligible free/reduced lunch. Conclusions Findings support need additional research on ways improve vocabulary skills minimize achievement gaps. comprehension warrants further consideration.