Literaturnachweis - Detailanzeige
| Autor/inn/en | Krenca, Klaudia; Cain, Kate; Marinova-Todd, Stefka; Chen, Xi |
|---|---|
| Titel | The Role of Comprehension Monitoring in Predicting Reading Comprehension among French Immersion Children |
| Quelle | In: Scientific Studies of Reading, 27 (2023) 6, S.475-492 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Krenca, Klaudia) ORCID (Cain, Kate) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1088-8438 |
| DOI | 10.1080/10888438.2023.2196022 |
| Schlagwörter | Reading Comprehension; Progress Monitoring; French; Second Language Learning; Immersion Programs; Foreign Countries; Elementary School Students; Bilingual Education; Grade 2; Grade 3; Predictor Variables; Oral Language; Canada |
| Abstract | Purpose: This study investigated the extent to which comprehension monitoring in children's first and second language predicts reading comprehension. Method: Children's ability to detect inconsistencies in orally presented stories was measured by response to a judgment question about whether the story made sense and by the identification of the inconsistency within the story. The participants included 115 English-French bilingual children (M[subscript ageGrade2] = 7.8 years) recruited from a French immersion program in Canada. Results: In each language, two regressions were carried out to examine the contribution of comprehension monitoring to reading comprehension in Grades 2 and 3, and one regression was computed to examine the contribution of Grade 2 comprehension monitoring to Grade 3 reading comprehension. The concurrent results revealed that, in Grade 3, children's comprehension monitoring was a unique predictor of reading comprehension in English and French. This relationship was not observed in Grade 2. Notably, the longitudinal analyses indicated that Grade 2 children's comprehension monitoring in English made a significant contribution to English reading comprehension in Grade 3. However, this relationship was not established in French. Conclusions: These results promote a call to include support for higher-level oral language skills during the early stages of bilingual reading instruction. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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