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ERIC Number: EJ1119723
Record Type: Journal
Publication Date: 2016-Nov
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2381-3369
Role of Oral Proficiency on Reading Comprehension: Within-Language and Cross-Language Relationships
Uchikoshi, Yuuko; Yang, Lu; Lohr, Brandi; Leung, Genevieve
Literacy Research: Theory, Method, and Practice, v65 n1 p236-252 Nov 2016
This longitudinal study examined the role of oral proficiency on English reading comprehension, as measured with elicited narratives using a wordless picture book, "Frog Where are You?". The sample consisted 102 English language learners, including both Spanish and Cantonese speakers. Narrative samples were collected in the winter of first grade and reading skills were assessed on the same children one year later in second grade. Children were enrolled in either bilingual programs or mainstream programs. Multiple regression results show it was not the quantity and variety of words used in the narratives that predicted English reading comprehension one year later. Instead, the ability to produce a coherent oral narrative, in either the home language or English, explained a small variance in English reading comprehension for both English learner groups. These findings highlight the importance of examining narrative skills, especially as measured by narrative structure. Implications for parents and educators are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Woodcock Language Proficiency Battery
Grant or Contract Numbers: R01HD078351