Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children

Abstract

The sheer quantity of words known (breadth) is strongly predictive of reading comprehension, yet little is understood about how quality of word knowledge (depth) affects comprehension. A group of 35 bilingual and monolingual 5th-grade students worked on developing depth of knowledge of 8 words, culminating in an activity in which the students produced captions for images related to each word. The captions were scored using a 4-point depth scale, and similarities and differences between bilingual and monolingual students were assessed. Results indicated a significant effect of depth of word knowledge in predicting reading comprehension, particularly for students with average to strong oral language skills.

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