Role of Narrative Skills on Reading Comprehension: Spanish-English and Cantonese-English Dual Language Learners

Autor/inn/en	Uchikoshi, Yuuko; Yang, Lu; Liu, Siwei
Titel	Role of Narrative Skills on Reading Comprehension: Spanish-English and Cantonese-English Dual Language Learners
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 2, S.381-404 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uchikoshi, Yuuko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9790-9
Schlagwörter	Story Telling; Reading Comprehension; Longitudinal Studies; Decoding (Reading); Vocabulary; Grade 1; Grade 2; Elementary School Students; Bilingual Students; Spanish; Sino Tibetan Languages; English (Second Language); Differences; Receptive Language; Multiple Regression Analysis; Bilingual Education Programs + Suchen Sie Ihr Suchwort? Leseverstehen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dekodierung; Wortschatz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Unterscheiden; Rezeptive Kommunikationsfähigkeit
Abstract	This longitudinal study examined the role of narrative skills in English reading comprehension, after controlling for vocabulary and decoding, with a sample of 112 dual language learners (DLLs), including both Spanish-English and Cantonese-English children. Decoding, vocabulary, and narrative samples were collected in the winter of first grade and reading comprehension skills were assessed on the same children 1 year later in second grade. Spanish-English DLLs had significantly lower English receptive vocabulary but higher L1 receptive vocabulary than their Cantonese peers. At the same time, Spanish-English DLLs scored lower than Cantonese-English DLLs on English reading comprehension. There were no differences in English reading comprehension between DLL children in bilingual programs and those in mainstream English programs after controlling for L1. Multiple regression results show that English decoding and English vocabulary explain a significant portion of the variance in English reading comprehension. Regression results also revealed a significant, albeit small, effect of narrative quality (both within- and cross-language) on English reading comprehension 1 year later, after controlling for English decoding and English vocabulary. Implications and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01