The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis

The relations between word reading, oral language, and reading comprehension in children who... This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word reading, oral language, and reading comprehension was invariant (equivalent) across the two groups. The participants included 183 L1 and L2 children (M = 9; 7 years, SD = 3.64 months) in England. As anticipated, there was a significant L1 advantage for oral language (i.e., vocabulary, verbal working memory, sentence repetition) and reading comprehension but not for word reading. Findings from the multigroup structural analysis indicated that the strength of relationships between oral language and reading was relatively invariant across the two groups. Oral language was the strongest predictor of reading comprehension levels in both groups. Finally, the weaker English oral language skills explained the lower performance of L2 learners on reading comprehension. Together the results underscored the importance of supporting oral language development in minority language learners. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis

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Publisher
Springer Journals
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-014-9536-x
Publisher site
See Article on Publisher Site

Abstract

This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word reading, oral language, and reading comprehension was invariant (equivalent) across the two groups. The participants included 183 L1 and L2 children (M = 9; 7 years, SD = 3.64 months) in England. As anticipated, there was a significant L1 advantage for oral language (i.e., vocabulary, verbal working memory, sentence repetition) and reading comprehension but not for word reading. Findings from the multigroup structural analysis indicated that the strength of relationships between oral language and reading was relatively invariant across the two groups. Oral language was the strongest predictor of reading comprehension levels in both groups. Finally, the weaker English oral language skills explained the lower performance of L2 learners on reading comprehension. Together the results underscored the importance of supporting oral language development in minority language learners.

Journal

Reading and WritingSpringer Journals

Published: Dec 23, 2014

References

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