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1.
Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2. 相似文献
2.
This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on all measures. Factor analyses produced different configurations of variables for each group. For L1 learners, measures of decoding and vocabulary were separate factors but were one factor for English L2 learners. For the L1 learners, it was only the measure of vocabulary that was a significant predictor of reading comprehension. For L2 learners, decoding, vocabulary, and the interaction of decoding and vocabulary were all significant predictors of reading comprehension. Relations among these variables in adolescents who are beginning to learn English as an L2 are explored. 相似文献
3.
Multimodal education materials are pervasive in language learning. This study investigated the causal mechanisms of multimodal reading effects in first language (L1) and second language (L2). Seventy-five adult bilingual readers in Hong Kong read Chinese and English passages with different degrees of picture-word integration in a within-subject design. Results showed that tight text-picture integration facilitated better comprehension than independent text-picture presentation in L2, but not L1. Perceived ease and interest differentially mediated multimodal reading performance for L1 and L2 passages. Importantly, separate images in L2 passages led to poorer comprehension accuracy relative to plain text, but tended to have higher ratings of ease and interest, indicating that readers may be overconfident in their multimodal reading performance. In general, results support the notion that integration of text and pictures can moderate the process of meaning making, and these may differ depending on the language presented to a bilingual reader. 相似文献
4.
文章通过问卷调查和访谈的方法,对三组不同英语水平且母语均为汉语的学习者进行调查研究。本研究调查了在英语阅读中母语对材料的理解、阅读的技巧、阅读的速度的作用以及学习者利用母语和把有关材料翻译成母语的情况,通过SPSS对数据进行分析,并且将不同英语水平的学习者的情况进行比较分析。结果显示,英语水平高的学习者更善于利用母语的正迁移。 相似文献
5.
Junko Yamashita 《Journal of Research in Reading》2002,25(1):81-95
The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency. 相似文献
6.
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
7.
The utilities of morphological awareness in first language (L1) literacy acquisition have been well documented. College second language (L2) learners with the need to enhance higher-level language and literacy competencies are of particular interest to literacy research. Therefore, this study reports on a longitudinal study that examines the multilayered relationship between morphological awareness and higher-order literacy skills (reading comprehension and written composition) among college-level English as a foreign language (EFL) learners. One hundred and twenty-one freshman students participated in this study. They finished reading vocabulary and four morphological awareness measurements including morpheme-form knowledge, morpheme-meaning knowledge, morpheme recognition ability and morpheme discrimination ability at the beginning of their college study. Moreover, they were required to complete reading and writing assessments at two additional time points over one academic year. Drawing upon multivariate analyses, the results showed that initial morphological awareness predicted later reading comprehension ability over the course of one academic year after controlling for reading vocabulary knowledge and the autoregressive effect. Although morphological awareness did not have a significant longitudinal effect on written composition after reading vocabulary knowledge and the autoregressive effect were accounted for, the results did exhibit the increasing robustness of the relationship between morphological awareness and written composition across time. In addition, the results verified the significant and longitudinal effect of explicit morphological knowledge (morpheme-form and morpheme-meaning knowledge) on higher-order literacy skills. The current study substantiated that morphological awareness had positive longitudinal relationships with higher-order literacy skills among EFL students. Implications centered on the utilities of morphological awareness components in higher-order literacy acquisition, the operationalization of written composition, and the uniqueness of second/foreign language literacy acquisition. 相似文献
8.
Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Journal of Research in Reading》2020,43(3):290-308
The aim of this study was to examine variation in early reading comprehension development for second language (L2) readers compared with first language (L1) readers and to investigate the impact of vocabulary knowledge in their first and second language. Participants were 75 Dutch monolingual children (L1 readers) and 71 Turkish–Dutch bilingual children (L2 readers), aged between 6 and 8 years old at the start of the study. In a longitudinal design, three waves of data were collected across second and third grades. The L2 readers had lower reading comprehension scores than the L1 readers on average, but this performance gap narrowed over time. To further investigate variation among the L2 readers, four categorical subgroups of L2 readers were identified with varying levels of L1 (Turkish) and L2 (Dutch) vocabulary knowledge by means of cluster analysis. Group membership was related to reading comprehension and showed an interaction with time, indicating that reading comprehension performance of the two L2 subgroups with high L1 vocabulary increased more over time compared with L1 readers. The L2 subgroup with high vocabulary in both languages even caught up with their monolingual peers in third grade. These findings demonstrate how individual differences in L1 and L2 vocabulary knowledge explain variation in early L2 reading comprehension development and highlight the importance of considering L2 readers' first language in research and education. 相似文献
9.
Tracy G. Spies Rafael Lara-Alecio Fuhui Tong Beverly J. Irby Tiberio Garza Margarita Huerta 《The Journal of educational research》2018,111(5):517-529
In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced. 相似文献
10.
Most analyses of oral reading fluency (ORF) are based on L1 reading, and the norms that have been developed in English are based on first language reading data. This is problematic for developing countries where many children are learning in English as a second language. The aim of the present study is to model the relationship between English reading fluency and comprehension among rural English-second-language learners (ESL) in South Africa. We use data collected in 2013 by the National Education and Evaluation Development Unit in South Africa. This survey tested 4697 Grade 5 students from 214 schools across rural areas in South Africa. A sub-sample—1772 students—were selected for an ORF test. For these students there exist data on both reading comprehension and reading fluency. Although a number of studies have analyzed the relationship between fluency and comprehension, none have been conducted on a large-scale for ESL learners in a developing country such as South Africa. The present research contributes to the literature by analysing the size, significance and uniformity of this relationship for ESL learners in South Africa. Preliminary findings indicate a threshold at 70 words-read-correct-per-minute which is lower than the typically used threshold of 90 words-read-correct-per-minute of English first language readers. 相似文献
11.
One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related
to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures
of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity, involvement, recreation,
and social-peer attitudes were significantly higher for L1 as compared to EFL reading. No difference across EFL and L1 was
found for the motivational subscales in the areas of school grades, instrumentalism, and social-family attitudes. Furthermore,
instrumentalism was particularly strongly correlated with EFL reading comprehension, whereas recreation had the highest association
with L1 reading comprehension. The eight subscales collectively explained 16% variance in Chinese and 12% variance in English
reading comprehension. Results underscore the importance of different types of motivation for reading comprehension and the
different roles each motivational aspect may play in L1 and EFL reading. 相似文献
12.
The current study examined the contribution of cross-language phonological and morphological awareness to reading acquisition in bilingual children. Participants were 140 children (M age = 8.26 years) between Grades 1–4 who learned Chinese as their first language and English as their second language. Awareness of phoneme, onset-rime, compound structures and polysemy (i.e. words with multiple meanings) were measured using conceptually comparable tasks in both languages. Oral vocabulary, single word reading, and reading comprehension were also assessed. Path analysis revealed significant direct effects from Chinese rime awareness to both English word reading and reading comprehension. English phoneme awareness also had a significant direct effect on Chinese word reading. There was a significant direct effect from Chinese polyseme identification to English reading comprehension. Awareness of compound structure in one language also had indirect effects on reading outcomes in the other language via within-language compound structure awareness. These finding provided evidence for bi-directional cross-language phonological and morphological transfer in Chinese–English bilingual reading acquisition. 相似文献
13.
14.
This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish–English and Cantonese–English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and reading comprehension skills were assessed on the same children 1 year later in second grade. Spanish–English DLLs had significantly lower English receptive vocabulary but higher L1 receptive vocabulary than their Cantonese peers. At the same time, Spanish–English DLLs scored lower than Cantonese–English DLLs on English reading comprehension. There were no differences in English reading comprehension between DLL children in bilingual programs and those in mainstream English programs after controlling for L1. Multiple regression results show that English decoding and English vocabulary explain a significant portion of the variance in English reading comprehension. Regression results also revealed a significant, albeit small, effect of narrative quality (both within- and cross-language) on English reading comprehension 1 year later, after controlling for English decoding and English vocabulary. Implications and directions for future research are discussed. 相似文献
15.
Levi McNeil 《Reading and writing》2011,24(8):883-902
While a number of studies have investigated the influence of background knowledge and reading comprehension strategies on comprehension, no L2 research exists examining and comparing the unique contributions of these two variables examined together. Therefore, the purpose of this exploratory study was to investigate the combined and individual contributions of background knowledge and reading comprehension strategies to reading comprehension. Data collected from 20 university-level English language learners were analyzed using regression analyses. The results indicated that background knowledge and reading comprehension strategies, operationalized as self-questioning, combined to account for a significant portion of variance in reading comprehension scores, with self-questioning being a stronger predictor of reading comprehension than background knowledge. 相似文献
16.
Jia-ling Charlene Yau 《Metacognition and Learning》2009,4(3):217-235
Integrating both quantitative and qualitative approaches, this study examined the knowledge and application of strategic reading
among Taiwanese adolescents learning to read English as a foreign language. A total of 144 Grade 11 students participated
in this study. Correlational analysis and t-tests were applied to analyzing quantitative data, including an English reading
comprehension test and two sets of reading strategy questionnaires; the constant comparative method (Glaser and Strauss 1967) was used for analyzing qualitative data, comprising semi-structured interviews and think-aloud protocols. Results from quantitative
analysis show a relatively strong link between the perceived use of first language (L1, Chinese) and second language (L2,
English) strategies. Nonetheless, metacognitive and cognitive strategies were reportedly used more frequently for L1 reading,
whereas support strategies were more often used for L2 reading. One salient theme that emerged from the qualitative analysis
is that the reading of the English texts more closely resembled the reading of the texts written in the classic literary style
of Chinese than the reading of the texts written in contemporary Chinese. These findings to some extent support the reading
universals hypothesis (Goodman in Journal of Typographic Reseach, 103–110, 1970); yet, skills transfer is not uniformly automatic (Bell in TESOL Quarterly, 687–704, 1995; Urquhart and Weir 1998). 相似文献
17.
Young-Suk Kim 《Learning and individual differences》2012,22(6):690-700
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. 相似文献
18.
There has been a considerable suggestion in the literature that syntactic adaptation of a text would simplify it. This empirical study determined that the complexity of the syntax does not significantly affect the level of reading comprehension. While a complete conceptual and lexical analysis may be necessary for reading comprehension, a thorough syntactic analysis is not. This should be true for both expert and novice readers in a particular professional field, herein computer science. Using American (L1 or E1, English as a native language) and Dutch (L2 or E2, English as a second, nonnative language) computer science and humanities majors reading in EST (English for Science and Technology), it was found that there were no significant differences between subgroups reading an authentic (in original, unadapted form) computer science text and those reading a syntactically adapted text either in comprehension or in time across the four groups of subjects. These results indicate that syntactic simplification of an EST text is not a real simplification. Hence, technical writers and EST teachers might give priority to other more conceptual ways of rewriting texts. 相似文献
19.
何艳丽 《齐齐哈尔师范高等专科学校学报》2011,(4):139-141
英语阅读理解并非书面语言信息向读者大脑的单向转移,而是读物的文字内容和读者的背景知识相互作用的结果。背景知识不仅指文化背景,还指人们掌握的各种知识,包括语言知识本身及读者已有的各种生活经验、经历等。本文旨在揭示背景知识在英语阅读理解中的重要性,以期提高英语阅读的教学。 相似文献
20.
This study examined individual differences among beginning readers of English as a foreign language (EFL). The study concentrated
on the effects of underlying first language (L1) knowledge as well as EFL letter and vocabulary knowledge. Phonological and
morphological awareness, spelling, vocabulary knowledge, and word reading in Hebrew L1, in addition to knowledge of EFL letters
and EFL vocabulary, were measured. The study also investigated the effect of socioeconomic background (SES) on beginning EFL
readers. Participants included 145 fourth graders from three schools representing two socioeconomic backgrounds in the north
of Israel. The results indicate that knowledge of English letters played a more prominent role than knowledge of Hebrew L1
components in differentiating between strong and weak EFL readers. The Linguistic Coding Differences Hypothesis was supported
by L1 phonological awareness, word reading, and vocabulary knowledge appearing as part of discriminating functions. The presence
of English vocabulary knowledge as part of the discriminant functions provides support for English word reading being more
than just a decoding task for EFL beginner readers. Socioeconomic status differentiated the groups for EFL word recognition
but not for EFL reading comprehension. 相似文献