Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners through the Lexical Quality Hypothesis Lens

Autor/inn/en	O'Connor, Megan; Geva, Esther; Koh, Poh Wee
Titel	Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners through the Lexical Quality Hypothesis Lens
Quelle	In: Journal of Learning Disabilities, 52 (2019) 3, S.232-246 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219418815646
Schlagwörter	English Language Learners; Semantics; Listening Comprehension; Reading Comprehension; Grade 5; Elementary School Students; Phonological Awareness; Linguistic Theory; English (Second Language); Second Language Learning; Profiles; Language Skills; Correlation; Comparative Analysis; Native Language; Monolingualism; Achievement Tests; Middle School Students; Reading Tests; Intelligence Tests; Wide Range Achievement Test; Gates MacGinitie Reading Tests; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Semantik; Hörverständnis; Leseverstehen; School year 05; 5. Schuljahr; Schuljahr 05; Linguistische Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Charakterisierung; Profilanalyse; Language skill; Sprachkompetenz; Korrelation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesetest; Intelligence test; Intelligenztest
Abstract	This study set out to compare patterns of relationships among phonological skills, orthographic skills, semantic knowledge, listening comprehension, and reading comprehension in English as a first language (EL1) and English language learners (ELL) students and to test the applicability of the lexical quality hypothesis framework. Participants included 94 EL1 and 178 ELL Grade 5 students from diverse home-language backgrounds. Latent profile analyses conducted separately for ELLs and EL1s provided support for the lexical quality hypothesis in both groups, with the emergence of two profiles: A poor comprehenders profile was associated with poor word-reading-related skills (phonological awareness and orthographic processing) and with poor language-related skills (semantic knowledge and, to a lesser extent, listening comprehension). The good comprehenders profile was associated with average or above-average performance across the component skills, demonstrating that good reading comprehension is the result of strong phonological and orthographic processing skills as well as strong semantic and listening comprehension skills. The good and poor comprehenders profiles were highly similar for ELL and EL1 groups. Conversely, poor comprehenders struggled with these same component skills. Implications for assessment and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01