The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis

Babayigit, S. (2015) The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): A multigroup structural analysis. Reading and Writing, 28 (4). pp. 527-544. ISSN 0922-4777 Available from: http://eprints.uwe.ac.uk/25337

[img] Microsoft Word
Babayigit2015_Relations between reading and oral language_prepublicationAuthor'sproof.doc - Accepted Version

Download (414kB)
[img]
Preview
PDF
Babayigit2015_Relations between reading and oral language_prepublicationAuthor%27sproof.pdf - Accepted Version

Download (1MB) | Preview

Abstract/Description

This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word reading, oral language, and reading comprehension was invariant (equivalent) across the two groups. The participants included 183 L1 and L2 children (M = 9;7 years, SD = 3.64 months) in England. As anticipated, there was a significant L1 advantage for oral language (i.e., vocabulary, verbal working memory, sentence repetition) and reading comprehension but not for word reading. Findings from the multigroup structural analysis indicated that the strength of relationships between oral language and reading was relatively invariant across the two groups. Oral language was the strongest predictor of reading comprehension levels in both groups. Finally, the weaker English oral language skills explained the lower performance of L2 learners on reading comprehension. Together the results underscored the importance of supporting oral language development in minority language learners.

Item Type: Article
Additional Information: The final publication is available at Springer via http://dx.doi.org/10.1007/s11145-014-9536-x
Uncontrolled Keywords: reading comprehension, English as a second language, vocabulary, working memory, sentence repetition, multigroup structural equation modeling
Faculty/Department: Faculty of Health and Applied Sciences > Department of Health and Social Sciences
Depositing User: Dr S. Babayigit
Date Deposited: 14 Apr 2015 14:22
Last Modified: 04 Apr 2016 11:38
URI: http://eprints.uwe.ac.uk/id/eprint/25337

Statistics

Downloads
Activity Overview
326Downloads
373Hits
Origin of downloads

Additional statistics for this repository are available via IRStats2

Actions (login required)

View Item View Item