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1.
The present study examined factors that influence the process of learning to read in a second language. The Hebrew reading
comprehension skills of 68 Russian-speaking children (mean age 7 years 6 months) were screened at the start of Grade 2. From
this sample, 40 participants were selected: 20 successful learners and 20 unsuccessful learners. These two groups were then
tested on a wide range of language skills (e.g., phonological processing, vocabulary, syntactic and morphological awareness)
in both languages (Hebrew and Russian) and reading skills in Hebrew (e.g., reading speed and accuracy).
Two factors, level of spoken Hebrew and phonological awareness deficits in both languages, were significant. Phonological
awareness difficulties constituted the key factor associated with poor decoding whereas insufficient mastery of spoken Hebrew
was important in the case of reading comprehension. An interesting dissociation was also found in our poor readers between
impaired phonological awareness and other unimpaired phonological processing abilities such as oral pseudoword repetition
and working memory. These findings suggest that, in addition to poor spoken L2 proficiency, poor readers are characterized
more by a metalinguistic rather than a linguistic deficit in their native tongue. 相似文献
2.
Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Scientific Studies of Reading》2013,17(3):203-219
ABSTRACTUsing classical and quantile regression analyses, we investigated whether predictor variables for early reading comprehension differed depending on language background and ability level in a mixed group of 161 monolingual (L1) and bilingual (L2) children in second grade (6–8 years). Although L2 readers scored lower on oral language skills and reading comprehension, the prediction of reading comprehension was similar for L1 and L2 readers. Classical regression identified decoding, vocabulary, and morphosyntactic knowledge as unique predictors with no interaction with language background. Quantile regression demonstrated that the prediction of reading comprehension differed across ability levels; decoding and morphosyntactic knowledge were consistently unique predictors, but vocabulary was uniquely related only for poor comprehenders and working memory only for good comprehenders. In both types of analysis, language background did not explain unique variance, indicating that individual differences in the predictor variables explained the L1–L2 performance gap in early reading comprehension across the ability range. 相似文献
3.
4.
Liza J. van den Bosch Eliane Segers Ludo Verhoeven 《Journal of Research in Reading》2020,43(3):290-308
The aim of this study was to examine variation in early reading comprehension development for second language (L2) readers compared with first language (L1) readers and to investigate the impact of vocabulary knowledge in their first and second language. Participants were 75 Dutch monolingual children (L1 readers) and 71 Turkish–Dutch bilingual children (L2 readers), aged between 6 and 8 years old at the start of the study. In a longitudinal design, three waves of data were collected across second and third grades. The L2 readers had lower reading comprehension scores than the L1 readers on average, but this performance gap narrowed over time. To further investigate variation among the L2 readers, four categorical subgroups of L2 readers were identified with varying levels of L1 (Turkish) and L2 (Dutch) vocabulary knowledge by means of cluster analysis. Group membership was related to reading comprehension and showed an interaction with time, indicating that reading comprehension performance of the two L2 subgroups with high L1 vocabulary increased more over time compared with L1 readers. The L2 subgroup with high vocabulary in both languages even caught up with their monolingual peers in third grade. These findings demonstrate how individual differences in L1 and L2 vocabulary knowledge explain variation in early L2 reading comprehension development and highlight the importance of considering L2 readers' first language in research and education. 相似文献
5.
Young-Suk Kim 《Learning and individual differences》2012,22(6):690-700
We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as for skilled and less skilled word readers. Results showed that word reading automaticity was strongly related to oral and silent reading fluency, but oral language skill was not. This was the case not only for the entire sample but also for subsamples of skilled and less skilled word readers, which is a discrepant finding from a study with English-only children (Kim et al., 2011). With regard to the relations among L2 oral language, text reading fluency, word reading automaticity, reading comprehension, and L1 literacy skills, patterns of relations were similar for skilled versus less skilled word readers with oral reading fluency, but different with silent reading fluency. When oral and silent reading fluency were in the model simultaneously, oral reading fluency, but not silent reading fluency, was uniquely related to reading comprehension. Children's L1 literacy skill was not uniquely related to reading comprehension after accounting for other L2 language and literacy skills. These results are discussed in light of a developmental theory of text reading fluency. 相似文献
6.
Junko Yamashita 《Journal of Research in Reading》2002,25(1):81-95
The present study investigates the contribution of first language (L1) reading ability and second or foreign language (L2) proficiency to L2 reading comprehension, by focusing on the compensation between L1 reading ability and L2 proficiency. Two research questions were addressed: (1) does high L1 reading ability compensate for low L2 language proficiency? (2) does high L2 language proficiency compensate for low L1 reading ability? Participants were 241 Japanese university students learning English as a foreign language. They were divided into three levels (high, middle, low) according to the levels of their L1 reading ability and L2 language proficiency. Effects of these two factors on L2 reading ability were analysed by analysis of variance. A multiple regression analysis to estimate a compensation model was also applied. Results provided positive answers to both research questions. The present study thus demonstrates the mutual compensation between L1 reading ability and L2 proficiency, which works in order to achieve the highest possible level of L2 reading comprehension for readers with different ability backgrounds in L1 reading and L2 proficiency. 相似文献
7.
Multimodal education materials are pervasive in language learning. This study investigated the causal mechanisms of multimodal reading effects in first language (L1) and second language (L2). Seventy-five adult bilingual readers in Hong Kong read Chinese and English passages with different degrees of picture-word integration in a within-subject design. Results showed that tight text-picture integration facilitated better comprehension than independent text-picture presentation in L2, but not L1. Perceived ease and interest differentially mediated multimodal reading performance for L1 and L2 passages. Importantly, separate images in L2 passages led to poorer comprehension accuracy relative to plain text, but tended to have higher ratings of ease and interest, indicating that readers may be overconfident in their multimodal reading performance. In general, results support the notion that integration of text and pictures can moderate the process of meaning making, and these may differ depending on the language presented to a bilingual reader. 相似文献
8.
This study examined factors related to reading comprehension in adolescents who spoke English as a first language (L1) and English as a second language (L2). Measures of decoding, vocabulary knowledge, and reading comprehension were administered to 31 L1 and 44 L2 speakers. English L2 adolescents scored significantly lower than their L1 peers on all measures. Factor analyses produced different configurations of variables for each group. For L1 learners, measures of decoding and vocabulary were separate factors but were one factor for English L2 learners. For the L1 learners, it was only the measure of vocabulary that was a significant predictor of reading comprehension. For L2 learners, decoding, vocabulary, and the interaction of decoding and vocabulary were all significant predictors of reading comprehension. Relations among these variables in adolescents who are beginning to learn English as an L2 are explored. 相似文献
9.
Saeed Taki 《Journal of Research in Reading》2016,39(4):409-427
This study aimed to explore whether first‐language (L1) readers of different language backgrounds would employ similar metacognitive online reading strategies and whether reading online in a second language (L2) could be influenced by L1 reading strategies. To this end, 52 Canadian college students as English L1 readers and 38 Iranian university students as both Farsi L1 and English L2 readers were selected. After completing three reading tasks on the Web, their perceptions about their use of strategies were assessed via a survey of reading strategies. Analyses of the data, using an analysis of variance and the Scheffé post hoc test, revealed certain differences. The Canadian readers perceived themselves to be high‐strategy users employing mostly a top‐down approach, whereas the Iranian readers in both Farsi and English appeared to be medium‐strategy users, favouring mostly a bottom‐up approach. Additionally, the correlation between readers' perceived use of strategies and their reading scores was statistically significant. 相似文献
10.
Eleni Morfidi Aryan van der Leij Peter F. de Jong Femke Scheltinga Judith Bekebrede 《Reading and writing》2007,20(8):753-784
The present study investigated the reading of secondary school students in their first and second language (L1, L2). Twenty-six
average and twenty-six poor readers matched on age, gender, listening and reading comprehension participated. They were native
Dutch speakers who started learning English at secondary school (grade 7). We examined whether differences in L2 between the
two groups reflect differences in L1 with regard to reading and relevant subskills. In addition, the relationship between
reading and its predictors within and across the two languages was investigated. Between group differences were similar in
L1 and L2 when task conditions involved high levels of phonological and orthographic complexity or demanded speeded processing.
Furthermore, serial rapid naming predicted speeded word reading in both languages and L2 text reading accuracy, while L2 phoneme
awareness and orthographic knowledge explained unique variance in L2 text reading accuracy. Cross-linguistic prediction revealed
that speeded word reading predicted its counterpart from L1 to L2 and vice versa. Serial rapid naming explained additional
variance in the prediction of L2 from L1. After exclusion of the reading predictor from the model, serial rapid naming was
the most consistent cross-linguistic predictor, while L2 orthographic knowledge explained a small amount of unique variance
in L1 speeded word reading. 相似文献
11.
Hilde Hacquebord 《Journal of Research in Reading》1999,22(3):299-303
The Dutch Text Comprehension Test was developed in order to help improve the education of minority students in the Netherlands. As it appeared that many second language (L2) readers have more difficulties with respect to the micro-processing of words and sentences while compensating on the macro level, there was a need for an instrument with diagnostic value so as to yield clues for further remedial teaching. The test proved reliable for both L1 students and L2 students. The test, with regard to diagnosing the type of reading problem, was validated by carrying out further observations by video. Although the classification results were not optimal, the test can be used for diagnostic purposes provided that there is a relatively large difference between sub-test scores on the micro and the macro levels. The results of a screening survey show that there are great differences in percentages of weak readers and distribution of reader types among the different secondary school types in the Netherlands. Unlike weak readers who attend the higher school types, weak readers at the lower educational school types – among them many L2 readers – are ‘problem readers’ who do not compensate for their lack of word knowledge and sentence processing and who do not appear to be efficient ‘bottom-up readers.’ Secondary schools are therefore encouraged to screen their first year students in order to gain insight into the problems that weaker readers – including L2 readers – may have, and to develop remedial teaching programmes tailored to the different needs of L1 and L2 students. 相似文献
12.
Reading strategy use and motivation among Chinese good and poor readers in Hong Kong 总被引：1，自引：0，他引：1
Eighty‐three good readers and 76 poor readers were compared on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Poor readers scored lower than good readers in using all reading strategies, and especially in using sophisticated cognitive and metacognitive strategies. Poor readers also had lower intrinsic motivation in reading than had good readers. While the ability to use reading strategies had the strongest relation with reading comprehension, intrinsic motivation and strategy attribution might facilitate reading development through their positive relations with strategy use. Implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching are discussed. 相似文献
13.
Liat Feder 《The Journal of educational research》2020,113(3):226-243
AbstractThis research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers. 相似文献
14.
This article reports on an experimentinvestigating the impact of causal discoursemarkers (connectives and signaling phrases) onthe comprehension of expository texts in L1 andL2. Although several psycholinguistic studieshave investigated the impact of connectives andlexical markers of text structure oncomprehension (i.e. off-line), there is noconsensus on the exact effect of explicitdiscourse markers on text understanding; threedifferent findings are reported in theliterature: markers would have a facilitatingeffect, an interfering effect or no effect atall. The first goal of this article is toclarify this problem of contradicting resultsby limiting the scope of the study to causalrelations, and to one specific text type:expository texts. Furthermore, the naturalnessof the experimental texts was controlled,readers did not need specific backgroundknowledge to understand the texts and theexperimental method consisted of open answerquestioning. Our second goal is to investigateto what extent a supposed effect of linguisticmarking depends on readers proficiency in afirst or second language.The experiment consisted in the reading of short expository texts in two languages, Dutchand French, which both functioned as L1 and L2.The results indicate that readers benefit fromthe presence of causal relational markers bothin L1 and in L2. Implications for (theoriesof) text processing are discussed, as well asfor the further insights in readingcomprehension in L1 and L2. 相似文献
15.
There has been a considerable suggestion in the literature that syntactic adaptation of a text would simplify it. This empirical study determined that the complexity of the syntax does not significantly affect the level of reading comprehension. While a complete conceptual and lexical analysis may be necessary for reading comprehension, a thorough syntactic analysis is not. This should be true for both expert and novice readers in a particular professional field, herein computer science. Using American (L1 or E1, English as a native language) and Dutch (L2 or E2, English as a second, nonnative language) computer science and humanities majors reading in EST (English for Science and Technology), it was found that there were no significant differences between subgroups reading an authentic (in original, unadapted form) computer science text and those reading a syntactically adapted text either in comprehension or in time across the four groups of subjects. These results indicate that syntactic simplification of an EST text is not a real simplification. Hence, technical writers and EST teachers might give priority to other more conceptual ways of rewriting texts. 相似文献
16.
Using comparable measures of first language (L1) Chinese and second language (L2) English, this three-year longitudinal study examined the synergetic effects of phonological awareness, vocabulary, and word reading on reading comprehension development among 227 Hong Kong Chinese-English bilinguals from Grades 2-4. Structural equation growth modeling revealed that all three factors were significantly linked to one another and to initial reading comprehension for each language. Across languages, L1 Chinese vocabulary was directly linked to initial L2 English reading comprehension, while L1 Chinese phonological awareness was indirectly linked to initial L2 English reading comprehension via L2 English vocabulary and word reading. These findings underscore the synergetic effects of early phonological and lexical skills in determining early reading comprehension ability in both L1 and L2. 相似文献
17.
《Scientific Studies of Reading》2013,17(2):119-144
Efficiency in basic reading processes can be discussed in terms of accuracy and speed. In this longitudinal study, the development of accurate and fast reading processes was studied in a group of 66 children learning to read simultaneously in English, their first language (L1), and Hebrew, their second language (L2). Children's speed and accuracy were compared in Grade 1 and Grade 2 on parallel L1 and L2 tasks of letter naming, reading isolated words and the same words in text. Results indicated that corresponding accuracy and speed across the two languages are highly correlated. Despite differences in language familiarity and different orthographies, accuracy and speed rates of isolated word reading in L1 and L2 were highly similar. Yet, in L1, children were more efficient (faster and more accurate) in reading text than isolated words, but in early stages of L2 reading acquisition, text reading was not more efficient than the reading of isolated words. In terms of efficiency components in L2 language, accuracy distinguished good from poor L2 readers, but speed did not. It is concluded that (a) steps associated with the development of L1 reading efficiency (i.e., accuracy attained before speed) are applicable to the development of word recognition skills in L2, but they do not emerge concurrently in both languages and (b) specific linguistic features such as orthographic depth and morphosyntactic complexity may interact with more global L2 proficiency effects in determining the course of L2 reading skills development. 相似文献
18.
Over the years, the multiple intelligences theory (MIT) proposed by Howard Gardner has renewed interest in learners’ use of effective learning strategies and produced interesting results. This MIT-oriented study investigated the role of successful L2 readers’ multiple intelligences in their effective use of reading strategies. To this end, a TOEFL reading comprehension test was administered to a cohort of 135 English as a foreign language students at several universities in the southwest and centre of Iran, and 80 students were identified as successful L2 readers based on the ETS rating scale and their TOEFL scores. Then, they answered an MI questionnaire originally developed by Armstrong and a reading strategies inventory adapted by Singhal. The data were quantitatively analysed using correlations and multiple regressions. The results revealed that linguistic, logical–mathematical and intrapersonal intelligences were the good L2 readers’ most dominant intelligences, while bodily intelligence was the least common type. In addition, they mostly employed metacognitive and cognitive strategies but rarely drew upon affective and compensation strategies while reading. Further, there was a significant positive relationship between linguistic, logical–mathematical, spatial, interpersonal, and intrapersonal intelligences and the use of metacognitive and cognitive reading strategies. Similar relationships were also found between linguistic intelligence and the participants’ use of memory strategy, on one hand, and between interpersonal intelligence and compensation and social strategy use, on the other. Importantly, linguistic and intrapersonal intelligences as well as metacognitive and cognitive strategy use were shown to be the best predictors of reading comprehension. Finally, the theoretical or pedagogical implications of the findings are discussed. 相似文献
19.
曹军 《安徽教育学院学报》2001,19(1):82-84
虽然 L1阅读和 L2的阅读有许多相同的成分 ,其过程的差异还是相当显著的。但令人感兴趣的是 ,这两者之间是否有相同的认知过程在起作用 ,还是有某些过程策略可以调节 L1和 L2的阅读。本文主要通过对L1和 L2的阅读差异的探讨 ,着重分析文化差异因素在阅读过程中所起的作用。文化差异包括文章的背景图式 ,语篇图式和语言图式 相似文献
20.
Levi McNeil 《Reading and writing》2011,24(8):883-902
While a number of studies have investigated the influence of background knowledge and reading comprehension strategies on comprehension, no L2 research exists examining and comparing the unique contributions of these two variables examined together. Therefore, the purpose of this exploratory study was to investigate the combined and individual contributions of background knowledge and reading comprehension strategies to reading comprehension. Data collected from 20 university-level English language learners were analyzed using regression analyses. The results indicated that background knowledge and reading comprehension strategies, operationalized as self-questioning, combined to account for a significant portion of variance in reading comprehension scores, with self-questioning being a stronger predictor of reading comprehension than background knowledge. 相似文献