A longitudinal analysis of English language learners’ word decoding and reading comprehension

A longitudinal analysis of English language learners’ word decoding and reading comprehension This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs’ word decoding and reading comprehension scores showed quadratic growth over the course of the study. The sample’s reading comprehension, but not their word decoding, began to fall behind the normative sample starting in the third grade. Phonological awareness, rapid automatic naming (RAN), and oral language measures were used as predictors and correlated with growth rates in a manner consistent with past research. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

A longitudinal analysis of English language learners’ word decoding and reading comprehension

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Kluwer Academic Publishers
Copyright © 2006 by Springer Science+Business Media, Inc.
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
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  • Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years
    Aarnoutse, C.; Leeuwe, J.; Voeten, M.; Oud, H.

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