Emergent Bilinguals with Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis

Autor/inn/en	Taboada Barber, Ana; Klauda, Susan Lutz; Wang, Weimeng; Cartwright, Kelly B.; Cutting, Laurie E.
Titel	Emergent Bilinguals with Specific Reading Comprehension Deficits: A Comparative and Longitudinal Analysis
Quelle	(2022), (36 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Wang, Weimeng) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0022219420983247
Schlagwörter	Bilingualism; Reading Comprehension; Reading Difficulties; Comparative Analysis; Longitudinal Studies; Elementary School Students; Oral Language; Word Recognition; Second Language Learning; Achievement Tests; Reading Tests; Intelligence Tests; Verbal Ability; Vocabulary; Executive Function; Spanish; English (Second Language); Woodcock Johnson Tests of Achievement; Gates MacGinitie Reading Tests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Bilingualismus; Leseverstehen; Reading difficulty; Leseschwierigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Oral interpretation; Mündlicher Sprachgebrauch; Worterkennung; Zweitsprachenerwerb; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study centered on Dual Language Learners (DLLs) with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2-4, including both DLLs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that DLLs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of DLLs and EMs alike. Altogether, the study extends research on DLLs with S-RCD by identifying variables beyond oral language that may account for their difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Further, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both DLLs and EMS. [This paper was published in "Journal of Learning Disabilities" (EJ1321498).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01