Predicting Foreign Language Reading Achievement in Elementary School Students

Autor/inn/en	Kahn-Horwitz, Janina; Shimron, Joseph; Sparks, Richard L.
Titel	Predicting Foreign Language Reading Achievement in Elementary School Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 18 (2005) 6, S.527-558 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-005-3179-x
Schlagwörter	Semitic Languages; Elementary School Students; Reading Comprehension; Second Language Learning; Reading Achievement; Phonological Awareness; Predictor Variables; Word Recognition; English (Second Language); Foreign Countries; Grade 4; Morphology (Languages); Orthographic Symbols; Reading Rate; Linguistics; Israel + Suchen Sie Ihr Suchwort? Arabisch; Hebräisch; Leseverstehen; Zweitsprachenerwerb; Leseleistung; Prädiktor; Worterkennung; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Morphology; Morphologie; Reading readiness; Reading speed; Lesegeschwindigkeit; Linguistik
Abstract	This study examined whether factors affecting first language reading acquisition also affect English Foreign Language (EFL) reading acquisition. Hebrew (L1) and EFL reading related measures were administrated to 145 fourth graders from the north of Israel who were beginning their first year of English instruction. Results from a Linear Structural Equational Analysis (LISREL) showed that the Hebrew independent variable consisting of morphological and phonological awareness, orthographic ability, and word reading (accuracy and speed) predicted EFL knowledge of letter sounds and names, word attack and reading comprehension. In addition to the Hebrew independent variable, English word recognition (accuracy and speed) predicted English reading comprehension. These results support the Linguistic Coding Differences Hypothesis (LCDH), which argues for core linguistic abilities that influence first and subsequent language reading acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10