Language Deficits in Poor L2 Comprehenders: The Simple View

Autor/in	Sparks, Richard L.
Titel	Language Deficits in Poor L2 Comprehenders: The Simple View
Quelle	In: Foreign Language Annals, 48 (2015) 4, S.635-658 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12163
Schlagwörter	Second Language Learning; Reading Comprehension; Profiles; Spanish; Second Language Instruction; Classification; Reading Difficulties; Decoding (Reading); Standardized Tests; Vocabulary; Language Tests; Scores; High School Students; Comparative Analysis; Monolingualism; Grade 2; Native Language + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Leseverstehen; Charakterisierung; Profilanalyse; Spanisch; Fremdsprachenunterricht; Classification system; Klassifikation; Klassifikationssystem; Reading difficulty; Leseschwierigkeit; Dekodierung; Standadised tests; Standardisierter Test; Wortschatz; Language test; Sprachtest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 02; 2. Schuljahr; Schuljahr 02
Abstract	The simple view of reading (SVR) model proposes that reading comprehension is the product of word decoding and language comprehension, and that both components make independent contributions to reading skill (Gough & Tunmer, 1986). The model posits that there are good readers and three types of poor readers--dyslexic, hyperlexic, and garden variety--who exhibit different profiles of strengths and/or deficits in word decoding and language comprehension. In this study, 165 first- and second-year high school students studying Spanish as a second language in the United States were administered standardized measures of Spanish word decoding, pseudoword decoding, vocabulary, and reading comprehension. Participants' scores were compared to monolingual Spanish readers from grades 1 to 9 and then classified according to SVR reader types. The majority of students met the hyperlexic profile (good word decoding, poor reading comprehension). No participant fit the dyslexic criteria (poor decoding, good reading comprehension), and none met the good reader criteria (good word decoding, good reading comprehension) at a level higher than that of second-grade monolingual Spanish learners. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01