Abstract. This study focuses on the source of reading problems of English as a second language learners at the high school level. The results indicate that while reading comprehension is impacted by level of receptive vocabulary knowledge, the ability to select and implement word-appropriate lexical inferencing strategies can compensate for low receptive vocabularies in relation to the demands of the text. The ability to make this selection, however, implies not only sensitivity to word structure, but also the ability to implement morphological analysis in conjunction with contextual guessing, where appropriate. These findings suggest that the development of English as a second language reading proficiency may be accelerated by acquisition of the meanings of the most productive affixes of English in conjunction with instruction in the principles of morphological analysis.
Reading and Writing – Springer Journals
Published: May 19, 2004
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