The Influence of Vocabulary on Reading Comprehension in Dual Language Learners


  • Lama K. Farran University of West Georgia



The connection between language and reading is well established in monolingual children but not well understood in dual language learners (DLLs) who learn Arabic, a Semitic language characterized by diglossia. This study examines the relationship between language (vocabulary) and reading comprehension in English-Arabic DLLs. Results indicate that vocabulary predict reading comprehension both within and across languages of DLLs. Recommendations for practicing teachers of DLLs are underscored. 

Author Biography

Lama K. Farran, University of West Georgia

Lama K. Farran, Ph.D., CCC-SLP is an Assistant Professor of Communication Sciences and Disorders at the University of West Georgia. Her teaching and research interests center on the development of language as a basis for literacy in young monolingual and bilingual children, with and without developmental disorders.


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