Examining Cognitive, Motivational and Environmental Factors That Relate to Reading Performance for Children with English as a First or Additional Language

Autor/inn/en	Hoxha, Dejla; Sumner, Emma
Titel	Examining Cognitive, Motivational and Environmental Factors That Relate to Reading Performance for Children with English as a First or Additional Language
Quelle	In: Language Learning Journal, 50 (2022) 6, S.698-711 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sumner, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2021.1879905
Schlagwörter	Children; Monolingualism; English Language Learners; Literacy; Student Motivation; Environmental Influences; Reading Ability; Mothers; Educational Attainment; Books; Ownership; Family Environment; Multilingualism; Reading Skills; Thinking Skills; Foreign Countries; United Kingdom (London); British Ability Scales + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Alphabetisierung; Schreib- und Lesefähigkeit; Schulische Motivation; Environmental influence; Umwelteinfluss; Reading competence; Lesekompetenz; Mother; Mutter; Bildungsabschluss; Bildungsgut; Book; Buch; Monographie; Monografie; Eigentum; Familienmilieu; Mehrsprachigkeit; Multilingualismus; Reading skill; Lesefertigkeit; Denkfähigkeit; Ausland
Abstract	Conflicting findings exist in the literature regarding the reading skills of children learning English as an additional language (EAL). Moreover, little research has considered how related literacy skills, motivation, and environmental factors may differ between EAL children and monolinguals, and how these factors may contribute to reading outcomes. The present study compared 36 children with EAL and 31 monolingual children (mean age 9 years) on measures of reading, literacy-related abilities (phonology, vocabulary), motivation and environmental factors. No group differences were found in word reading and fluency, phonological awareness, expressive vocabulary, reading motivation, time spent reading with a parent and independently, and parental attitudes to reading. However, maternal education was lower in the EAL group and these children had more children's books at home than their monolingual peers. The findings confirm the importance of phonological awareness and expressive vocabulary for reading performance in both groups, as well as suggesting that maternal education may indirectly relate to EAL children's reading abilities through their attitudes towards reading. In contrast, maternal education related to the books in the home for monolingual children. Implications and suggestions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01