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1.
Tracy G. Spies Rafael Lara-Alecio Fuhui Tong Beverly J. Irby Tiberio Garza Margarita Huerta 《The Journal of educational research》2018,111(5):517-529
In this longitudinal study, the cross-language transfer from second language (L2) to first language (L1) was examined among Spanish-speaking English-language learners in an English intervention (Grades 1–3) in the southwest United States. Path analysis revealed statistically significant transfers (ps < .05) for the treatment group from English reading comprehension to Spanish reading comprehension. English vocabulary and English grammar also had an indirect influence on Spanish reading comprehension through English reading comprehension. For the comparison group, no English to Spanish paths were statistically significant. We concluded that intervention activities in L2 influenced L1 reading even when L1 instructional time was reduced. 相似文献
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Min‐Hsun Chiang 《Journal of Research in Reading》2016,39(4):448-468
This study investigated the effects of varying text difficulty on L2 reading attitudes and reading comprehension. To provide the optimal challenge for L2 reading, comprehensible input hypothesis postulates that choosing text slightly harder than the learner's current level will enhance reading comprehension. Fifty‐four freshmen from one university in central Taiwan were randomly divided into two groups. Students in the ‘i − 1’ group were given level 3 and level 4 Oxford Graded Readers while students in the ‘i + 1’ group were provided with level 5 and level 6. Quantitative data were obtained via the English Placement Exam and the Reading Attitudes Survey. Results from the pretest and posttest of the Reading Attitudes Survey suggest that the i − 1 group has gained significantly in reading attitudes, whereas no difference in reading attitude was identified with the i + 1 group. Results also indicate that varied difficulty levels of reading text did not significantly affect participants' reading comprehension. 相似文献
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This study investigated the effect of vowels and context on readingaccuracy of skilled adult native Arabic speakers in Arabic and inHebrew, their second language. Their reading comprehension was alsotested in Arabic and Hebrew texts as a function of vowels. Theparticipants (n = 65) read fully vowelized and unvowelized lists ofArabic words, and vowelized and unvowelized paragraphs of Arabic.Further, they, read pointed and unpointed lists of Hebrew words, andpointed and unpointed paragraphs of Hebrew. They were also administeredtwo stories, one in Arabic and one in Hebrew, in two reading conditions,a fully vowelized and unvowelized Arabic story and a pointed andunpointed Hebrew story. The results revealed a significant effect forvowels and for context across all reading conditions in Arabic andHebrew. The surprising result was that the vowelized texts in Arabic andthe pointed and unpointed texts in Hebrew were comprehendedsignificantly better. Further, Pearson correlation procedures andmultiple regression analysis indicated no positive significantrelationship between oral reading accuracy results and silent readingcomprehension results. These findings are explained throughcharacteristics of the Semitic languages Arabic and Hebrew, and thetriliteral/quadriliteral-root model is suggested toexplain reading in unvowelized/unpointed texts in Semitic languages. 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
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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
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Stephanie M. Hammerschmidt‐Snidarich Kathrin E. Maki Sarah R. Adams 《Psychology in the schools》2019,56(5):635-651
Repeated reading (RR) is a common fluency intervention, but recent studies comparing RR to continuous reading (CR; i.e., wide reading) found no significant differences in effects. This prompts the question of whether the mechanism that improves skills is repeatedly reading portions of connected text, or simply reading connected text. The current study examined the differential effectiveness of RR and CR for increasing oral reading fluency rate (ORF) and comprehension of 40 students in second and third grades, randomly assigned to receive the RR or CR intervention. Students in both conditions received a standardized amount of practice (dosage) in the form of number of words read during each intervention session. All but two participants increased their ORF and there were no significant differences between groups on posttest ORF or broad comprehension. Moreover, students with the highest pretest scores made slightly more growth regardless of condition. Students in the RR group demonstrated significantly higher comprehension of practiced passages and students in the CR condition reported significantly higher levels of intervention acceptability. Implications for reading fluency intervention research and practice are discussed. 相似文献
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The present study examined cross-linguistic relationships between phonological awareness in L1 (Hebrew) and L2 (English) among
normal (N = 30) and reading disabled (N = 30) Hebrew native speaking college students. Further, it tested the effect of two factors: the lexical status of the stimulus
word (real word vs. pseudoword) and the linguistic affiliation of the target phoneme (whether it is within L1 or L2) on phonological
awareness. Three parallel experimental phonological awareness tasks were developed in both languages: phoneme isolation, full
segmentation, and phoneme deletion. As expected, the results revealed lower levels of phonological awareness in the L2 than
in the L1, and in the reading disabled than in the normal reader group. The lexical status of the target word was a reliable
factor predicting individual differences in phonological awareness in L2. It was also found that the linguistic affiliation
of the target phoneme was a reliable factor in predicting L2 phonological awareness performance in both reader groups. The
results are discussed within the framework of phonological representation and language-specific linguistic constraints on
phonological awareness. 相似文献
9.
Students learning to read in more than one language are a growing population in schools. Early screening and identification of reading difficulties may lead to better outcomes for all students. Oral reading fluency (ORF) is one tool shown to be both a reliable measure of reading and an accurate method to identify students at risk for poor reading outcomes. This study synthesized available validity evidence for ORF with biliterates. All included studies (n = 31) were conducted with English language learners in grades K–8. Results suggested that although ORF is correlated with reading outcomes, the accuracy of ORF to identify English learners at risk of poor reading outcomes does not meet criteria. The strength of validity evidence differed by language proficiency of participants. Finally, the quality of the reviewed studies was low in critical areas. 相似文献
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Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non-EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single-word decoding and passage reading). At t1, EAL learners scored significantly lower than non-EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English-medium classroom instruction, EAL learners continue to underperform relative to their non-EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention. 相似文献
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This study examined the relations between reading fluency and comprehension among elementary school students (N = 171) in Grades 2, 3, and 5, all of whom were designated as English language learners (ELL) at some point in their educational careers. Although the overall relation between reading fluency and comprehension (r = .56) was consistent with previous research using non‐ELL student samples, results also revealed a substantial number of students (55.5%) who exhibited a significant gap (SD, 0.67 ) between their scores on reading fluency and comprehension assessments. In addition, the prevalence of students with fluency/comprehension gaps varied significantly across grade and English language proficiency levels. The results suggested that, although reading fluency and comprehension are significantly related for ELL students, practitioners should be cautious when making identification and instructional decisions for ELL students based solely on oral reading fluency data. © 2012 Wiley Periodicals, Inc. 相似文献
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AbstractThis paper examined if difficulty in reading comprehension (PISA) is distinct from difficulty in reading fluency and if the distinct types of reading difficulties are differently associated with learning motivation, school burnout, and school enjoyment. The participants were 1324 Finnish ninth graders. Findings suggested that difficulties in reading comprehension are often distinct from difficulties in reading fluency. Three reading difficulty groups were identified: (1) poor readers with both fluency and reading comprehension difficulties (n?=?46, 3.5%), (2) slow readers with only fluency difficulties (n?=?70, 5.3%), and (3) poor comprehenders with only reading comprehension difficulties (n?=?88, 6.5%). The slow readers had low scores only in reading-related motivation. Poor comprehenders and poor readers reported low motivation also in math and science, as well as higher level of burnout and lower school enjoyment than typical readers. The findings were similar for boys and girls. 相似文献
13.
Implications of second language reading learning are often aroused by the insights of reading experience in first language.Chi nese learners’ performance concerning English reading comprehension may influenced by Chinese language or English language.This pa per attempts to explore the influence of first language(Chinese) knowledge on second language(English) reading comprehension for Chi nese students in middle school.This investigation concerns over three aspects of L1 knowledge:genre knowledge,reading skills,and cultur al knowledge.It firstly demonstrates the research question.Then,based on schema theory,it introduces the research method and partici pants in this study.Furthermore,this paper presents the data of the investigation along with the data analysis.It finally concludes that the positive effects of L1 knowledge on L2 reading comprehension overweigh its negative effects. 相似文献
14.
Nevo Einat Vaknin-Nusbaum Vered Brande Sigalit Gambrell Linda 《Reading and writing》2020,33(8):1945-1970
The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.
相似文献15.
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
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Reading strategies of future professionals, both in native language (L1) and in one or more foreign languages (L2), have been little explored. Findings from research concerning the transfer of L1 reading strategies to the L2 context are contradictory. Our hypothesis is that relative performance in L1 and L2 reading is associated with two key variables involved in successful L2 reading comprehension: L1 reading proficiency and L2 language competency, the latter being the stronger predictor. 39 students were divided into three groups by strength or weakness on each independent variable. Their reading strategies, explored by questionnaire, were compared within and between groups, both in L1 and L2, and were correlated to text recall comprehension scores. Readers strong on both key variables were equally effective in both languages. Strong L1 readers weak in L2 were poor L2 readers but fared better than readers weak on both variables. General reading strategies differentiated efficient readers from poor ones both in L1 and L2, but specific problem-solving strategies were the main obstacle in L2. Comprehending – the process, or strategic approach employed – correlated very strongly with comprehension – the product, or score – in L2 and fairly strongly in L1. Pedagogical implications suggest individualised reading training in the light of relative difficulties. 相似文献
17.
One hundred four Hong Kong Chinese fifth graders completed a questionnaire on eight separate motivational subscales related
to reading separately for Chinese as a first language (L1) and English as a foreign language (EFL) in addition to measures
of both Chinese and English reading comprehension. Motivations related to self-efficacy, curiosity, involvement, recreation,
and social-peer attitudes were significantly higher for L1 as compared to EFL reading. No difference across EFL and L1 was
found for the motivational subscales in the areas of school grades, instrumentalism, and social-family attitudes. Furthermore,
instrumentalism was particularly strongly correlated with EFL reading comprehension, whereas recreation had the highest association
with L1 reading comprehension. The eight subscales collectively explained 16% variance in Chinese and 12% variance in English
reading comprehension. Results underscore the importance of different types of motivation for reading comprehension and the
different roles each motivational aspect may play in L1 and EFL reading. 相似文献
18.
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness
in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.
The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological
awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only
Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness
in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted
Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly,
in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed
in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and
transparency. 相似文献
19.
影响目的语阅读理解的因素很多.本文以交易阅读模型的理论为基础,在充分考虑阅读理解本质特征的前提下,提出文化能力(广义)对目的语阅读理解水平起着决定性的作用,并从文化能力的组成部分--目的语语言能力、背景知识水平及母语呈现水平三方面阐述其对阅读理解的巨大影响. 相似文献
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Samantha Kane Salvador Jason Schoeneberger Lynne Tingle 《Assessment in Education: Principles, Policy & Practice》2012,19(3):341-356
Oral reading fluency is a critical feature and outcome of early literacy instruction and it has amassed great attention as a powerful predictor of success at all levels of schooling. We examined relationships between second grade oral reading fluency scores and third grade end-of-grade reading achievement scores for students (N = 9562) in a large school district in the United States. Stakeholder interviews were also conducted. In our model, oral reading fluency and reading comprehension scores were moderately correlated; oral reading fluency was the strongest predictor of subsequent achievement, followed by ethnicity; growth on oral reading fluency was not strongly associated with end-of-grade performance; and greater than 90% of students classified as ‘at risk’ on benchmark assessments performed poorly on third grade assessments. Stakeholders believed that oral reading fluency testing was not necessary above selected levels of proficiency. We discuss implications of our findings for future research and practice. 相似文献