共查询到20条相似文献，搜索用时 429 毫秒
1.
Jane M. Hutchinson Helen E. Whiteley Chris D. Smith Liz Connors 《Journal of Research in Reading》2003,26(1):19-32
Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered. 相似文献
2.
Kelly Burgoyne Helen E. Whiteley Jane M. Hutchinson 《Journal of Research in Reading》2013,36(2):132-148
Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children learning EAL and 16 of their monolingual peers, matched for word reading accuracy, were assessed using a standard measure of reading comprehension and an experimental measure of reading comprehension for which relevant background knowledge was taught before assessing understanding. Tests of receptive and expressive vocabulary were also completed. Results confirmed lower levels of reading comprehension for children learning EAL for both standard and ‘background’ controlled measures. Analysis of comprehension by question type on the experimental measure showed that while both groups made use of taught knowledge to answer inferential questions, children learning EAL had specific difficulties with both literal questions and questions requiring the interpretation of a simile. It is suggested that relevant background information should be used to facilitate children's text comprehension. Furthermore, several factors, especially vocabulary differences, but also text search strategies, context use and comprehension monitoring skills, may contribute to the comprehension difficulties experienced by children learning EAL. 相似文献
3.
Yuuko Uchikoshi 《Reading and writing》2013,26(6):913-939
In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed. 相似文献
4.
申亚琳 《合肥师范学院学报》2014,(4):87-92
基于阅读组合模式的理论框架、Nation提出的词汇广度测试构念和结构语言学家对于句法知识的界定,考察词汇广度和句法知识对二语阅读理解测试成绩的预测,以了解此预测是否受二语水平的调节作用。实验结果表明：受试的词汇广度和句法知识都与其阅读理解测试成绩存在线性相关关系;无论对于高水平受试还是低水平受试,句法知识对阅读理解测试成绩的预测能力都大于词汇广度对其的预测。 相似文献
5.
Feng Teng 《Literacy》2020,54(1):29-39
This paper presents a small‐scale study examining the effects of metacognitive reading strategy instruction on English language learners' reading comprehension in a Hong Kong international school. Twenty‐five primary school (Grade 5) students who learn English as a second language participated in this study. Metacognitive instruction was incorporated into 10 process‐based reading lessons. Data were collected from notes learners took during reading, post‐reading reflection reports, teacher‐facilitated group discussions and two types of reading tests. Results revealed that the young learners could articulate several knowledge factors that influenced their reading. In addition, learners reported a better understanding of the nature and demands of reading, a deeper awareness of metacognitive knowledge in improving reading comprehension and increased confidence in handling reading exercises. The learners also showed enhanced reading performance compared to those in a control group without metacognitive intervention. This study highlights the potential of metacognitive instruction to enhance primary school English learners' reading literacy. 相似文献
6.
This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills, namely vocabulary, grammar and VSTM explained the relationship between kindergarten listening comprehension and early reading comprehension levels. Third, we examined the relative contributions of word-reading and listening comprehension skills to early reading comprehension in Turkish. For this purpose, 56 Turkish-speaking children were followed from kindergarten (mean age?=?67.7?months) into Grade 2 (mean age?=?90.6?months). The relative role of kindergarten listening comprehension, vocabulary, VSTM and grammatical skills in later reading comprehension tended to vary across time, and they partly explained the relationship between listening comprehension and reading comprehension. Finally, as anticipated, listening comprehension, rather than word-reading , was found to play a more powerful role in children’s reading comprehension levels even during the early primary grades. These results contradicted those reported in English and can be explained by the rapid development of accurate word-reading skills due to the consistency of the grapheme–phoneme relationships of the Turkish orthography. 相似文献
7.
大学英语词汇学习策略教学的实证研究 总被引：1，自引：0，他引：1
为期八周的以英语课堂教学为基础、英语词汇学习策略训练为核心的准实验性研究,通过定量与定性相结合的研究方法,分别在策略训练的前后使用问卷调查、词汇测试等研究工具,对大学生的英语词汇学习策略的使用情况和词汇习得的效果进行了调查研究,以期揭示英语词汇学习策略教学对大学生词汇学习的有效性。 相似文献
8.
Claudine Bowyer-Crane Silke Fricke Blanca Schaefer Arne Lervåg Charles Hulme 《Reading and writing》2017,30(4):771-790
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree. 相似文献
9.
The simple view of reading hypothesises that reading comprehension is predicted by decoding and language abilities. In this study, 257 fifth‐grade English‐language learners (Ells) in south‐central India were assessed on reading and language measures. Using a model of the simple view, we fit the data using path analysis to determine the extent to which it predicts reading comprehension. Results show that the effect of listening vocabulary on reading comprehension is mediated by listening comprehension, while the effect of word reading fluency on reading comprehension is mediated by passage reading fluency. The final path model explains 33.8% of the variance in reading comprehension. Results are discussed in relation to previous studies. 相似文献
10.
阅读是英语学习者需要掌握的基本技能之一,也是影响英语学困生提高英语学习成绩的重要方面之一。从认知的角度来讲,造成学困生英语阅读障碍的原因主要有：词汇量不够;语篇策略欠缺;没有掌握有效的阅读技巧,阅读方式单一;缺乏背景知识参与阅读理解的意识。针对这样的学习现状,教师应该在教学中采取以下策略：激活背景知识,培养学生的阅读动机;加强词汇的有意义学习;加强阅读策略的训练等。 相似文献
11.
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. 相似文献
12.
王振英 《浙江教育学院学报》2006,(5):92-97
通过对我国重点矿业院校非英语专业大学生英语词汇量与语言各项技能水平的相关研究，发现学生四级阶段词汇量平均达到4192个；词汇量与口语、听力、阅读理解、词汇结构、完型填空、写作及四级成绩之间在a=0．01水平下线性关系均显著；不同语言综合能力的学习者，其词汇量状况存在显著差异；不同词汇量的学习者，其语言综合能力也存在显著差异。 相似文献
13.
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
14.
Martina Röthlisberger Christoph Zangger Britta Juska-Bacher 《Journal of Research in Reading》2023,46(1):1-21
Background
In countries with German as an official language, children with German as a second language perform overall worse in school than their German native speaking peers. This particularly affects written language skills, which require advanced language knowledge. The reasons are manifold, but one is prominent, namely poor vocabulary knowledge. Vocabulary, however, consists not only of the number of known words but also of a complex and hitherto under-researched lexico-semantic framework, which is referred to as vocabulary depth.Method
In the present study, a sample of 373 children (322 German native speakers and 51 with German as a second language) was examined longitudinally in Grade 2 and 3 for their reading comprehension and vocabulary breadth and depth. Vocabulary depth was defined as relational and semantic word knowledge. Latent change score models on vocabulary breadth and depth development including reading precursor skills, non-verbal intelligence and SES were conducted.Results
The children with German as a second language scored lower than the native German speakers in reading and vocabulary tests, with the difference in vocabulary depth being more pronounced than in vocabulary breadth. Importantly, the differences did not tend to diminish over time, which could have been expected. The differences in reading comprehension can be accounted for mainly by the variations in vocabulary, especially in vocabulary depth.Conclusions
These findings emphasise the importance of including not only vocabulary breadth but also vocabulary depth in the context of reading research on children who do not speak the majority language.15.
胡超 《宁波大学学报(教育科学版)》2012,(2):98-101
英语教育目的一是使学生获得语言知识与技能,二是培育学生的人文素养。要达到这两个目的,必须改革现行的专业课程设置体系和传统的教育模式,重构一个以促进学生的内在成长、培养学生的整体能力为目标,寓人文教育于英语教育之中的立体化课程模式。以英语阅读课程为例,把传统教学模式与网络课程教学相结合,采用两套具有互补功能的教材,让课堂阅读测试训练与课外小说阅读互为补充,使课堂网络讨论与课外小组讨论相映衬的立体化教育模式,教学效果良好。 相似文献
16.
Amanda C. Miller Douglas Fuchs Lynn S. Fuchs Donald Compton Devin Kearns Wenjuan Zhang 《Journal of research on educational effectiveness》2014,7(3):232-249
AbstractThe purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short-term memory). Also, student attention demonstrated a significant indirect effect on third-grade reading comprehension via word reading but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. 相似文献
17.
In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners. 相似文献
18.
Background
Using a 1-year longitudinal design, we evaluated the effectiveness of an intervention programme to improve reading attainments among Chinese-as-a-second-language (CSL) learners. Using the simple view of reading as a theoretical framework, the intervention focused on students' orthographic knowledge, word reading and listening comprehension to facilitate reading comprehension.Method
A total of 186 Grade 4 CSL students (mean age = 9.22, SD = 0.56) participated in the study and were grouped into the treatment (N = 96) and control (N = 90) groups. A range of Chinese language and literacy skills were assessed before and after the intervention.Results
The path analysis showed that the intervention significantly affected orthographic knowledge, word reading and listening comprehension directly and reading comprehension indirectly through the three componential skills after controlling for nonverbal reasoning, vocabulary and autoregressors.Conclusions
The findings suggest that orthographic knowledge, word reading and listening comprehension may be promising targets for instructing young CSL learners. 相似文献19.
对于中国的英语学习者来说,英语语言技能一般被分为听、说、读、写四个方面。其中读和听被称为领会式言语活动,写和说则被称为复用式言语活动。国内外研究者分别对阅读和听力都开展了大量的研究,但是对在外语教学中成人教育英语专业学生的阅读与听力的研究却很少。全文通过对成人教育脱产班英语专业学生精读、泛读和听力三个学期考试成绩统计分析的实证研究,发现阅读和听力的显著相关性,进而从心理语言学、认知语言学和语用学的角度来阐释英语教学中阅读与听力的关系。 相似文献
20.
An activity‐oriented approach to learning has frequently been advocated for teaching young learners. Hardly any studies have considered how this approach affects second language learning. Through a longitudinal study, a methods experiment was conducted with 156 5‐year‐old children from one large Maltese school. The effects of a reciprocal model (exemplified through an activity‐oriented approach) were compared with a transmission model of teaching (exemplified through a skills‐oriented approach) on the learning of English as a second language when introduced to young children. Multiple analyses of variance were used to analyse the effects of sex, age, teacher training and occasions of testing on five developing language skills: receptive vocabulary (assessed using British Picture Vocabulary Scales); receptive language (sentence comprehension test); reading accuracy and comprehension (Macmillan's Individual Reading Analysis); recall of information; sentence length (The Bus Story) and accuracy of word‐reading (The Keywords Reading List). The pattern of results obtained is discussed along with implications for classroom practices. 相似文献