The Role of Vocabulary and Decoding Language Skills in Reading Comprehension: A Cross-Linguistic Perspective

Autor/inn/en	Wawire, Brenda Aromu; Zuilkowski, Stephanie Simmons
Titel	The Role of Vocabulary and Decoding Language Skills in Reading Comprehension: A Cross-Linguistic Perspective
Quelle	In: International Multilingual Research Journal, 15 (2021) 1, S.23-42 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wawire, Brenda Aromu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2020.1753953
Schlagwörter	Vocabulary Development; Decoding (Reading); Language Skills; Reading Comprehension; Reading Fluency; Multilingualism; English (Second Language); African Languages; Native Language; Elementary School Students; Young Children; Grade 1; Receptive Language; Second Language Learning; Predictor Variables; Public Schools; Rural Schools; Developing Nations; Foreign Countries; Intelligence Tests; Transfer of Training; Kenya; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Dekodierung; Language skill; Sprachkompetenz; Leseverstehen; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Rezeptive Kommunikationsfähigkeit; Zweitsprachenerwerb; Prädiktor; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Developing country; Developing countries; Entwicklungsland; Ausland; Intelligence test; Intelligenztest; Training; Transfer; Ausbildung; Kenia
Abstract	The present study explored the role of vocabulary and decoding skills in predicting reading comprehension, utilizing data from 322 first- grade children from four elementary schools in Kenya. The children were administered a comprehensive battery of tests to assess pseudo-word reading skills, oral reading fluency, reading comprehension, and receptive vocabulary in English and Kiswahili. The results showed that receptive vocabulary and pseudo-word reading in English played a significant role in English reading comprehension. Kiswahili decoding explained a statistically significant unique variance of Kiswahili reading comprehension. An examination of the cross-linguistic variability showed that pseudo-word decoding in English and Kiswahili explained unique variance in reading comprehension cross-linguistically, while receptive vocabulary did not explain additional variance in reading comprehension across languages. These results add to the important evidence of receptive language skills and decoding skills in reading comprehension among multilingual children from low-middle income countries. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01