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ERIC Number: EJ1166252
Record Type: Journal
Publication Date: 2018-Feb
Pages: 24
Abstractor: As Provided
ISSN: ISSN-0922-4777
Role of Narrative Skills on Reading Comprehension: Spanish-English and Cantonese-English Dual Language Learners
Uchikoshi, Yuuko; Yang, Lu; Liu, Siwei
Reading and Writing: An Interdisciplinary Journal, v31 n2 p381-404 Feb 2018
This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and reading comprehension skills were assessed on the same children 1 year later in second grade. Spanish-English DLLs had significantly lower English receptive vocabulary but higher L1 receptive vocabulary than their Cantonese peers. At the same time, Spanish-English DLLs scored lower than Cantonese-English DLLs on English reading comprehension. There were no differences in English reading comprehension between DLL children in bilingual programs and those in mainstream English programs after controlling for L1. Multiple regression results show that English decoding and English vocabulary explain a significant portion of the variance in English reading comprehension. Regression results also revealed a significant, albeit small, effect of narrative quality (both within- and cross-language) on English reading comprehension 1 year later, after controlling for English decoding and English vocabulary. Implications and directions for future research are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01HD078351