共查询到20条相似文献，搜索用时 15 毫秒
1.
Kelly Burgoyne Helen E. Whiteley Jane M. Hutchinson 《Journal of Research in Reading》2013,36(2):132-148
Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children learning EAL and 16 of their monolingual peers, matched for word reading accuracy, were assessed using a standard measure of reading comprehension and an experimental measure of reading comprehension for which relevant background knowledge was taught before assessing understanding. Tests of receptive and expressive vocabulary were also completed. Results confirmed lower levels of reading comprehension for children learning EAL for both standard and ‘background’ controlled measures. Analysis of comprehension by question type on the experimental measure showed that while both groups made use of taught knowledge to answer inferential questions, children learning EAL had specific difficulties with both literal questions and questions requiring the interpretation of a simile. It is suggested that relevant background information should be used to facilitate children's text comprehension. Furthermore, several factors, especially vocabulary differences, but also text search strategies, context use and comprehension monitoring skills, may contribute to the comprehension difficulties experienced by children learning EAL. 相似文献
2.
Claudine Bowyer-Crane Silke Fricke Blanca Schaefer Arne Lervåg Charles Hulme 《Reading and writing》2017,30(4):771-790
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree. 相似文献
3.
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non-EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single-word decoding and passage reading). At t1, EAL learners scored significantly lower than non-EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English-medium classroom instruction, EAL learners continue to underperform relative to their non-EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention. 相似文献
4.
Christina K. Limbird Jessica T. Maluch Camilla Rjosk Petra Stanat Hans Merkens 《Reading and writing》2014,27(5):945-968
Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group’s literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual children. We applied a basic theoretical model of reading development to examine how emerging literacy develops for monolingual compared to bilingual children. Both the bilingual and monolingual children in this sample developed the investigated base reading skills at the same rate. However, the relations among phonological awareness, German vocabulary, and word decoding showed differential patterns in the development of German reading comprehension skills for the two groups: monolingual children appeared to make use of their phonological awareness skills more, whereas reading comprehension depended more on vocabulary skills for bilingual readers. Our findings indicate that bilingual emerging readers require specialized models of reading development to account for their unique routes into reading comprehension. The results of the study point to a need for increased attention to vocabulary building in the early phases of literacy acquisition for bilingual children. 相似文献
5.
Vibeke Grøver Aukrust 《Scandinavian Journal of Educational Research》2013,57(3):293-314
This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty‐six children (mean age = 6.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code‐related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed. 相似文献
6.
Franklin R. Manis Kim A. Lindsey Caroline E. Bailey 《Learning disabilities research & practice》2004,19(4):214-224
Development of English‐ and Spanish‐reading skills was explored in a sample of 251 Spanish‐speaking English‐language learners from kindergarten through Grade 2. Word identification and reading comprehension developed at a normal rate based on monolingual norms for Spanish‐ and English‐speaking children, but English oral language lagged significantly behind. Four categories of predictor variables were obtained in Spanish in kindergarten and in English in first grade: print knowledge, expressive language (as measured by vocabulary and sentence repetition tasks), phonological awareness, and rapid automatic naming (RAN). Longitudinal regression analyses indicated a modest amount of cross‐language transfer from Spanish to English. Hierarchical regression analyses indicated that developing English‐language skills (particularly phonological awareness and RAN) mediated the contribution of Spanish‐language variables to later reading. Further analyses revealed stronger within‐ than cross‐language associations of expressive language with later reading, suggesting that some variables function cross‐linguistically, and others within a particular language. Results suggest that some of the cognitive factors underlying reading disabilities in monolingual children (e.g., phonological awareness and RAN) may be important to an understanding of reading difficulties in bilingual children. 相似文献
7.
Yuuko Uchikoshi 《Reading and writing》2013,26(6):913-939
In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed. 相似文献
8.
This study compared how lexical quality (vocabulary and decoding) and executive control (working memory and inhibition) predict reading comprehension directly as well as indirectly, via syntactic integration, in monolingual and bilingual fourth grade children. The participants were 76 monolingual and 102 bilingual children (mean age 10 years, SD = 5 months) learning to read Dutch in the Netherlands. Bilingual children showed lower Dutch vocabulary, syntactic integration and reading comprehension skills, but better decoding skills than their monolingual peers. There were no differences in working memory or inhibition. Multigroup path analysis showed relatively invariant connections between predictors and reading comprehension for monolingual and bilingual readers. For both groups, there was a direct effect of lexical quality on reading comprehension. In addition, lexical quality and executive control indirectly influenced reading comprehension via syntactic integration. The groups differed in that inhibition more strongly predicted syntactic integration for bilingual than for monolingual children. For a subgroup of bilingual children, for whom home language vocabulary data were available (n = 56), there was an additional positive effect of home language vocabulary on second language reading comprehension. Together, the results suggest that similar processes underlie reading comprehension in first and second language readers, but that syntactic integration requires more executive control in second language reading. Moreover, bilingual readers additionally benefit from first language vocabulary to arrive at second language reading comprehension. 相似文献
9.
Learning to read in a shallow alphabetic orthography such as Urdu may depend primarily on phonological processing skills, whilst learning to read in a deeper orthography, such as English, may place more reliance on visual processing skills. This study explores the effects of Urdu on the acquisition of English literacy skills by comparing the reading, memory and phonological processing skills of bilingual Urdu‐English and monolingual English children (7–8 years). The bilingual children had more difficulty in reading irregular English words, but were better at reading regular words and nonwords compared to the monolinguals. The poor performance of the bilingual children with irregular English words was linked to their poor visual memory skills, whilst their good performance with regular words and nonwords was related to the presence of enhanced phonological skills. The results demonstrate the transfer of first language skills to reading development in a second language. In English, first language skills can facilitate the development of either lexical or non‐lexical routes to reading. 相似文献
10.
C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring Christine Montecillo 《Reading and writing》2012,25(7):1635-1664
The present study investigated the role of vocabulary depth in reading comprehension among a diverse sample of monolingual and bilingual children in grades 2?C4. Vocabulary depth was defined as including morphological awareness, awareness of semantic relations, and syntactic awareness. Two hundred ninety-four children from 3 schools in a Mid-Atlantic district and 3 schools in a Northeastern school district participated in the study and were assessed at the beginning and end of one school year on a wide variety of language and literacy measures. Bilingual children were assessed in English and Spanish. A latent difference score model that assessed change in a latent indicator of English reading comprehension from Time 1 (Fall) to Time 2 (Spring) was tested with results showing that vocabulary depth measures made significant contributions to initial status, but not change, in reading comprehension over and above between-subjects factors (grade, ethnicity, language status) and baseline control within-subject factors (word identification and vocabulary breadth). There was no added contribution of Spanish language measures to English reading comprehension among the bilingual students. 相似文献
11.
Parental involvement in the development of children's reading skill: a five-year longitudinal study 总被引：16，自引：0，他引：16
This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences. 相似文献
12.
Cunningham and Stanovich reported a longitudinal investigation over 10 years that examined the unique influence of exposure to print in explaining individual differences on various measures of reading achievement and declarative (general) knowledge. The present study replicated their investigation with a larger number of participants and additional measures of literacy and language skills. Fifty-four 1st graders were administered reading, spelling, vocabulary, IQ, and listening comprehension measures and then followed to the end of 10th grade. At the end of 10th grade, they were administered an IQ test and measures of reading comprehension, language ability, general knowledge, and exposure to print. Results showed that 1st grade reading skills were a strong predictor of 10th grade outcomes. Second and third-grade reading skills were predictive of individual differences in print exposure even after 10th grade reading comprehension and language ability had been partialed. Individual differences in print exposure also predicted differences in the growth of reading ability, word decoding, spelling, vocabulary, and listening comprehension throughout the elementary grades. Findings confirm the powerful, long-term benefits of providing children with a fast start in reading and support the reciprocal nature of strong reading skills and engagement in reading and reading-related activities. 相似文献
13.
This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills, namely vocabulary, grammar and VSTM explained the relationship between kindergarten listening comprehension and early reading comprehension levels. Third, we examined the relative contributions of word-reading and listening comprehension skills to early reading comprehension in Turkish. For this purpose, 56 Turkish-speaking children were followed from kindergarten (mean age?=?67.7?months) into Grade 2 (mean age?=?90.6?months). The relative role of kindergarten listening comprehension, vocabulary, VSTM and grammatical skills in later reading comprehension tended to vary across time, and they partly explained the relationship between listening comprehension and reading comprehension. Finally, as anticipated, listening comprehension, rather than word-reading , was found to play a more powerful role in children’s reading comprehension levels even during the early primary grades. These results contradicted those reported in English and can be explained by the rapid development of accurate word-reading skills due to the consistency of the grapheme–phoneme relationships of the Turkish orthography. 相似文献
14.
Language and Cognitive Predictors of Text Comprehension: Evidence From Multivariate Analysis 
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下载免费PDF全文 Young‐Suk Kim 《Child development》2015,86(1):128-144
Using data from children in South Korea (N = 145, Mage = 6.08), it was determined how low‐level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high‐level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening comprehension and word reading mediate the relations of language and cognitive skills to reading comprehension. Low‐level skills predicted comprehension monitoring and ToM, which in turn predicted listening comprehension. Vocabulary and syntactic knowledge were also directly related to listening comprehension, whereas working memory was indirectly related via comprehension monitoring and ToM. Listening comprehension and word reading completely mediated the relations of language and cognitive skills to reading comprehension. 相似文献
15.
Contributions of print exposure to first and second grade oral language and reading in Chile 下载免费PDF全文
下载免费PDF全文 Katherine Strasser Daniela Vergara M. Francisca del Río 《Journal of Research in Reading》2017,40(Z1):S87-S106
This study examines the contribution of print exposure to oral language (expressive vocabulary and listening comprehension) and reading (word reading and reading comprehension) in first and second grade in Chile, and tests whether the contribution of print exposure to reading comprehension is mediated by language and word reading skills. Two‐hundred and eighty one children (mean age 6.55 years) participated. Print exposure was measured with a book‐cover recognition task in first grade, and outcomes were measured both in first and second grade. Print exposure had direct effects on all outcomes in first grade and indirect effects in second grade. Effects on first grade reading comprehension were partially mediated by listening comprehension and word reading, but not vocabulary. We discuss the importance of the findings for improving reading comprehension in countries with low access to books. 相似文献
16.
Young-Suk Grace Kim 《Scientific Studies of Reading》2017,21(4):310-333
Pathways of relations of language, cognitive, and literacy skills (i.e., working memory, vocabulary, grammatical knowledge, inference, comprehension monitoring, word reading, and listening comprehension) to reading comprehension were examined by comparing four variations of direct and indirect effects model of reading. Results from 350 English-speaking second graders revealed that language and cognitive component skills had direct and indirect relations to listening comprehension, explaining 86% of variance. Word reading and listening comprehension completely mediated the relations of language and cognitive component skills to reading comprehension and explained virtually all the variance in reading comprehension. Total effects of component skills varied from small to substantial. The findings support the direct and indirect effects model of reading model and indicate that word reading and listening comprehension are upper-level skills that are built on multiple language and cognitive component skills, which have direct and indirect relations among themselves. The results underscore the importance of understanding nature of relations. 相似文献
17.
An activity‐oriented approach to learning has frequently been advocated for teaching young learners. Hardly any studies have considered how this approach affects second language learning. Through a longitudinal study, a methods experiment was conducted with 156 5‐year‐old children from one large Maltese school. The effects of a reciprocal model (exemplified through an activity‐oriented approach) were compared with a transmission model of teaching (exemplified through a skills‐oriented approach) on the learning of English as a second language when introduced to young children. Multiple analyses of variance were used to analyse the effects of sex, age, teacher training and occasions of testing on five developing language skills: receptive vocabulary (assessed using British Picture Vocabulary Scales); receptive language (sentence comprehension test); reading accuracy and comprehension (Macmillan's Individual Reading Analysis); recall of information; sentence length (The Bus Story) and accuracy of word‐reading (The Keywords Reading List). The pattern of results obtained is discussed along with implications for classroom practices. 相似文献
18.
Tomohiro Inoue George K. Georgiou Rauno Parrila John R. Kirby 《Scientific Studies of Reading》2018,22(4):273-288
We examined the developmental relationships between home literacy environment (parent teaching, shared book reading) and emergent literacy skills (phonological awareness, letter knowledge, vocabulary, rapid naming speed) in kindergarten, reading accuracy and fluency in Grade 1, and reading comprehension in Grades 2 and 3 in a sample of Canadian children learning to read English (N = 214). Results from a latent variable model showed that parent teaching predicted letter knowledge and phonological awareness, and shared book reading predicted vocabulary and rapid naming speed after controlling for family socioeconomic status. Moreover, both parent teaching and shared book reading contributed indirectly to reading accuracy and fluency in Grade 1, which then mediated the effects of home literacy environment on reading comprehension in Grades 2 and 3. The results suggest that the effects of home literacy environment on later reading development are distributed via more pathways than previously thought. 相似文献
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In order to examine the effect of the home language on the spelling development in English in children who are learning English as a second language (ESL learners), it is best to directly compare groups of ESL learners from various home language backgrounds. This study compared the oral language, phonological awareness, reading, and spelling performance of Tagalog–English bilingual, Cantonese–English bilingual, and monolingual English-speaking children in Grade 1. The bilingual children had lower scores than the monolinguals on measures of oral proficiency, but demonstrated similar or better performance on most phonological awareness, reading, and spelling tasks after controlling for vocabulary size in English. A series of moderated regression analysis revealed that although phonological awareness was associated with English spelling performance regardless of language background, the associations between specific spelling tasks and related underlying skills seemed to differ across language groups. 相似文献