Exploring the English Language Comprehension, Reading Fluency, and Executive Functions of Spanish-English Bilingual Adolescents with Reading Difficulties

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Autor/inn/en	Weaver, Andrew; Kieffer, Michael J.
Titel	Exploring the English Language Comprehension, Reading Fluency, and Executive Functions of Spanish-English Bilingual Adolescents with Reading Difficulties
Quelle	In: Reading & Writing Quarterly, 38 (2022) 3, S.233-252 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weaver, Andrew) ORCID (Kieffer, Michael J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1943580
Schlagwörter	Executive Function; Bilingualism; Spanish; English (Second Language); Second Language Learning; Second Language Instruction; Reading Fluency; Reading Difficulties; Reading Comprehension; Grade 6; Grade 7; Grade 8; Classification; Longitudinal Studies; Reading Instruction; Instructional Design; Measures (Individuals); Reading Tests; Achievement Tests; Intelligence Tests; Verbal Ability; Vocabulary; Elementary School Students; Emergent Literacy; Abstract Reasoning; Cognitive Ability; Cognitive Tests; New York (New York); Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement; Peabody Picture Vocabulary Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Wisconsin Card Sorting Test; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Reading difficulty; Leseschwierigkeit; Leseverstehen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Messdaten; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Frühleseunterricht; Abstraktes Denken; Denken; Denkfähigkeit; Kognitiver Fähigkeitstest
Abstract	This study examines differences in English language comprehension, reading fluency, and executive functions among Spanish-English bilinguals with reading difficulties. Reading difficulties examined included general reading difficulties, defined by low word reading and reading comprehension, and specific-reading comprehension difficulties, defined by low reading comprehension yet adequate word reading. Participants (N = 86) were categorized using multiple measures of reading comprehension and word reading in each of 6th, 7th, and 8th grade. Participants were also categorized based on persistent difficulties (i.e. remaining in the same group across multiple grades). On two measures of language comprehension, readers with either difficulty tended to demonstrate significant weaknesses relative to average readers. On passage reading fluency, readers with specific-reading comprehension difficulties performed worse than average readers but better than readers with general reading difficulties. On executive functions, readers with general reading difficulties demonstrated weaknesses relative to average readers, but there was little evidence that readers with specific-reading comprehension difficulties showed these weaknesses. These findings typically held when looking at readers with persistently defined difficulties. Longitudinal analyses indicated that 47% of students with S-RCD and 56% of students with GRD remained in their group across the three years, consistent with prior research. Findings highlight potential weaknesses in executive functions for children with general reading difficulties that should be considered when designing instruction for these students. These findings also support prior research on the importance of developing English language and reading fluency for Spanish-English bilingual children with reading difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01