Perla B. Gámez|Nonie K. Lesaux
Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment.
study examined teachers language use across school year 6th grade urban middleschool classrooms n 24 investigated influence classroombased linguistic input reading comprehension skills students n 851 599 language minority learners 252 englishonly participating classrooms analysis speech transcripts revealed substantial variability teachers use sophisticated vocabulary total amount talk individual teachers language use consistent across school year analyses using hierarchical linear modeling showed controlling students reading comprehension vocabulary knowledge start year teachers use sophisticated vocabulary significantly related students reading comprehension outcomes time spent vocabulary instruction findings suggest middle school classroom language environment plays significant role reading comprehension adolescent learners