For US Students, L2 Reading Comprehension Is Hard Because L2 Listening Comprehension Is Hard, Too

Autor/inn/en	Sparks, Richard; Patton, Jon; Luebbers, Julie
Titel	For US Students, L2 Reading Comprehension Is Hard Because L2 Listening Comprehension Is Hard, Too
Quelle	In: Hispania, 101 (2018) 2, S.183-210 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2133
Schlagwörter	Decoding (Reading); Reading Processes; Listening Comprehension; Oral Language; Reading Comprehension; Reading Skills; Reading Difficulties; High School Students; Monolingualism; Spanish; Second Language Learning; Vocabulary; Classification; Correlation; Path Analysis; Models; Language Tests; Phonemes; Dyslexia; English (Second Language); Language Proficiency; Surveys; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Dekodierung; Leseprozess; Hörverständnis; Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Spanisch; Zweitsprachenerwerb; Wortschatz; Classification system; Klassifikation; Klassifikationssystem; Korrelation; Pfadanalyse; Analogiemodell; Language test; Sprachtest; Fonem; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Survey; Umfrage; Befragung
Abstract	The Simple View of Reading (SVR) model posits that reading is the product of word decoding and language comprehension and that oral language (listening) comprehension is the best predictor of reading comprehension once word-decoding skill has been established. The SVR model also proposes that there are good readers and three types of poor readers-dyslexic, hyperlexic, and garden variety. In this study, a random sample of US high school monolingual English speakers completing first-, second-, and third-year Spanish courses were administered standardized measures of Spanish word decoding, reading, listening comprehension, and vocabulary and then classified according to SVR reader types. Findings showed that regardless of reader type, most students exhibited good word decoding but poor reading and listening comprehension skills even when compared to young native Spanish speakers. There were strong and significant correlations between Spanish reading comprehension, Spanish listening comprehension, and Spanish vocabulary. Path analyses showed that listening comprehension was the strongest predictor of reading comprehension but vocabulary contributed independent variance to Spanish reading ability. Findings indicate that Spanish reading comprehension is hard for US learners primarily because their Spanish oral language comprehension skills are very weak. (As Provided).
Anmerkungen	American Association of Teachers of Spanish and Portuguese, Inc. 900 Ladd Road, Walled Lake, MI 48390. Tel: 248-960-2180; Fax: 248-960-9570; e-mail: AATSPoffice@aatsp.org; Web site: http://www.aatsp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01