Does the Simple View of Reading Explain Korean Elementary EFL Learners' Reading Comprehension?

Autor/in	Kang, Yusun
Titel	Does the Simple View of Reading Explain Korean Elementary EFL Learners' Reading Comprehension?
Quelle	In: English Teaching, 76 (2021) 1, S.57-78 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Reading Comprehension; Reading Processes; Phonological Awareness; Oral Language; English (Second Language); Second Language Learning; Second Language Instruction; Grade 5; Elementary School Students; Foreign Countries; Language Processing; Linguistic Input; Reading Fluency; Decoding (Reading); Korean; Native Language; Achievement Tests; Reading Tests; Mastery Learning; Cognitive Tests; South Korea; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Leseverstehen; Leseprozess; Oral interpretation; Mündlicher Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Sprachverarbeitung; Sprachbildung; Dekodierung; Koreanisch; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Kognitiver Fähigkeitstest; Korea; Republik
Abstract	Numerous studies have supported the simple view of reading by showing the significant predictive roles of oral language comprehension ability and decoding skills in the reading comprehension of monolinguals and second language learners. However, little is known about its applicability to young foreign language learners who do not have much access to the target language and literacy input outside the school and especially those whose first and second languages are typologically different. This study was designed to examine the contribution of English oral language comprehension ability and decoding skills to the reading comprehension of fifth-grade Korean EFL learners. In doing so, the indirect effects of oral language ability and phonological awareness were also considered, and English reading fluency and Korean reading comprehension abilities were controlled for. The findings not only support the simple view of reading but also highlight the indirect effects of oral language comprehension ability and phonological awareness on reading comprehension abilities via the effects of decoding skills. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01