dc.contributor.author |
Farnia, Fataneh |
|
dc.contributor.author |
Geva, Esther |
|
dc.date.accessioned |
2020-11-03T20:21:46Z |
|
dc.date.available |
2020-11-03T20:21:46Z |
|
dc.date.issued |
2013 |
|
dc.identifier.issn |
0141-0423 |
|
dc.identifier.uri |
DOI:10.1111/jrir.12003 |
|
dc.identifier.uri |
${sadil.baseUrl}/handle/123456789/57 |
|
dc.description |
tables, graphs, 33 p. ; includes bibliographical references |
en_US |
dc.description.abstract |
This study modelled reading comprehension trajectories in Grades 4 to 6 English language learners (ELLs = 400), with different home language backgrounds, and in English monolinguals (EL1s = 153), and examined an augmented Simple View of Reading model. The contribution of Grade 1 (early) and Grade 4 (late) cognitive, language and word-level reading to Grade 6 reading comprehension was examined. The reading comprehension trajectory was non-linear in ELLs but linear in EL1s. Syntax predicted consistently rate of growth in reading comprehension. ELLs consistently underperformed EL1s on reading comprehension. Word-level reading and all components of language (vocabulary, syntax and listening comprehension) remained stable predictors of Grade 6 reading comprehension. Grade 1 phonological awareness, naming speed and working memory predicted reading comprehension in Grade 6, as did Grade 4 phonological short-term memory. Results support an augmented Simple View of Reading that includes cognitive, word-level and language components, and underscore the importance of considering developmental changes in the constructs. |
en_US |
dc.description.sponsorship |
Ontario Ministry of Education |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
Blackwell Publishing |
en_US |
dc.relation.ispartofseries |
Journal of Research in Reading;Volume 36, Issue 4, 2013, pp 389–421 |
|
dc.title |
Growth and predictors of change in English language learners’ reading comprehension |
en_US |
dc.type |
Article |
en_US |