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ERIC Number: EJ1028625
Record Type: Journal
Publication Date: 2013-Nov
Pages: 33
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-0423
Growth and Predictors of Change in English Language Learners' Reading Comprehension
Farnia, Fataneh; Geva, Esther
Journal of Research in Reading, v36 n4 p389-421 Nov 2013
This study modelled reading comprehension trajectories in Grades 4 to 6 English language learners (ELLs = 400), with different home language backgrounds, and in English monolinguals (EL1s = 153), and examined an augmented Simple View of Reading model. The contribution of Grade 1 (early) and Grade 4 (late) cognitive, language and word-level reading to Grade 6 reading comprehension was examined. The reading comprehension trajectory was non-linear in ELLs but linear in EL1s. Syntax predicted consistently rate of growth in reading comprehension. ELLs consistently underperformed EL1s on reading comprehension. Word-level reading and all components of language (vocabulary, syntax and listening comprehension) remained stable predictors of Grade 6 reading comprehension. Grade 1 phonological awareness, naming speed and working memory predicted reading comprehension in Grade 6, as did Grade 4 phonological short-term memory. Results support an augmented Simple View of Reading that includes cognitive, word-level and language components, and underscore the importance of considering developmental changes in the constructs.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 4; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A