A Longitudinal Analysis of English Language Learners' Word Decoding and Reading Comprehension

Autor/inn/en	Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.
Titel	A Longitudinal Analysis of English Language Learners' Word Decoding and Reading Comprehension
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 7, S.691-719 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9045-7
Schlagwörter	Reading Comprehension; Age; Oral Language; Phonological Awareness; Second Language Learning; Decoding (Reading); Elementary School Students; Reading Skills; Longitudinal Studies; Measures (Individuals); English (Second Language); Correlation; Scores + Suchen Sie Ihr Suchwort? Leseverstehen; Alter; Lebensalter; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Dekodierung; Reading skill; Lesefertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation
Abstract	This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs' word decoding and reading comprehension scores showed quadratic growth over the course of the study. The sample's reading comprehension, but not their word decoding, began to fall behind the normative sample starting in the third grade. Phonological awareness, rapid automatic naming (RAN), and oral language measures were used as predictors and correlated with growth rates in a manner consistent with past research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10