Early Literacy and Comprehension Skills in Children Learning English as an Additional Language and Monolingual Children with Language Weaknesses

Autor/inn/en	Bowyer-Crane, Claudine; Fricke, Silke; Schaefer, Blanca; Lervåg, Arne; Hulme, Charles
Titel	Early Literacy and Comprehension Skills in Children Learning English as an Additional Language and Monolingual Children with Language Weaknesses
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 4, S.771-790 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bowyer-Crane, Claudine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9699-8
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Reading Comprehension; Reading Difficulties; Correlation; Literacy; Monolingualism; Individual Differences; Native Language; Language Skills; Prediction; Elementary School Students; Preschool Education; Language Acquisition; Comparative Analysis; Language Tests; Cognitive Development; Intelligence Tests; Young Children; United Kingdom; Clinical Evaluation of Language Fundamentals; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Reading difficulty; Leseschwierigkeit; Korrelation; Alphabetisierung; Schreib- und Lesefähigkeit; Individueller Unterschied; Language skill; Sprachkompetenz; Vorhersage; Pre-school education; Vorschulerziehung; Sprachaneignung; Spracherwerb; Language test; Sprachtest; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Großbritannien
Abstract	Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01