Components of Reading Comprehension in Adolescent First-Language and Second-Language Students from Low-Track Schools

Autor/inn/en	Marx, Alexandra; Stanat, Petra; Roick, Thorsten; Segerer, Robin; Marx, Peter; Schneider, Wolfgang
Titel	Components of Reading Comprehension in Adolescent First-Language and Second-Language Students from Low-Track Schools
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 28 (2015) 6, S.891-914 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9554-3
Schlagwörter	Reading Comprehension; Adolescents; Native Speakers; Second Language Learning; German; Grade 9; Reading Tests; Short Term Memory; Reading Fluency; Vocabulary; Morphology (Languages); Phonological Awareness; Listening Comprehension; Outcome Measures; Turkish; Reading Skills; Cohort Analysis; Socioeconomic Background; Low Achievement; Correlation; Foreign Countries; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseverstehen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Muttersprachler; Zweitsprachenerwerb; Deutscher; School year 09; 9. Schuljahr; Schuljahr 09; Lesetest; Kurzzeitgedächtnis; Wortschatz; Morphology; Morphologie; Hörverständnis; Türkisch; Reading skill; Lesefertigkeit; Kohortenanalyse; Sozioökonomische Lage; Unterdurchschnittliche Leistung; Korrelation; Ausland; Deutschland
Abstract	Based on the "Simple View of Reading," the present study investigates whether component skills of reading differ between adolescents from low-track schools speaking German as a first (L1) versus as a second language (L2). In our study, 479 9th-grade students completed the "Programme for International Student Assessment" reading test as well as measures of working memory, reading fluency, reading vocabulary, morpho-syntactic skills, phonological awareness, and listening comprehension. Results indicate that L2 students lagged behind their L1 peers on most measures. After controlling for students' socioeconomic status, only L2 students with Turkish as a first language continued to show weaknesses in linguistic skills. Linguistic comprehension as well as reading fluency were associated with reading comprehension in all groups of students. We observed only a few group differences in the relationships between component skills of reading and reading comprehension. The results suggest that reading fluency is important for reading comprehension of L1 and L2 readers from low-track schools and that socioeconomic background partially accounts for group differences in component skills of reading. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01