Levels of Skills and Predictive Patterns of Reading Comprehension in Bilingual Children with an Early Age of Acquisition

Autor/inn/en	Gunnerud, Hilde Lowell; Foldnes, Njål; Melby-Lervåg, Monica
Titel	Levels of Skills and Predictive Patterns of Reading Comprehension in Bilingual Children with an Early Age of Acquisition
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 10, S.2365-2387 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gunnerud, Hilde Lowell) ORCID (Foldnes, Njål) ORCID (Melby-Lervåg, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10286-2
Schlagwörter	Reading Comprehension; Bilingualism; Second Language Learning; Foreign Countries; Language Skills; Norwegian; Age Differences; Native Language; Grade 5; Elementary School Students; Comparative Analysis; Decoding (Reading); Language Processing; Monolingualism; Peer Groups; Language of Instruction; Structural Equation Models; Form Classes (Languages); Vocabulary Skills; Listening Comprehension; Norway + Suchen Sie Ihr Suchwort? Leseverstehen; Bilingualismus; Zweitsprachenerwerb; Ausland; Language skill; Sprachkompetenz; Norwegisch; Age; Difference; Age difference; Altersunterschied; School year 05; 5. Schuljahr; Schuljahr 05; Dekodierung; Sprachverarbeitung; Gleichaltrigengruppe; Peer Group; Teaching language; Unterrichtssprache; Analytischer Sprachbau; Aktiver Wortschatz; Hörverständnis; Norwegen
Abstract	Bilingualism appears to be related to poor language and reading comprehension in the instructional language (L2). However, in the long term, an early age of second language acquisition (AoA) may produce higher levels of second language skills than a later onset of L2 exposure. Most studies on school-aged second language learners (L2 learners) include children with 3-7 years of second language (L2) exposure. We compared 91 early bilingual (Norwegian and a variety of different native languages) 5th graders with 196 monolingual peers on a range of linguistic skills and their relationships with reading comprehension. All bilingual learners in the sample had been exposed to the instructional language by at least the age of 2. The results, using structural equation modelling and latent variables, show that early bilingual learners' vocabulary, listening comprehension, and reading comprehension are significantly lower than those of monolingual learners. Nevertheless, they have similar levels of knowledge of conjunctions and decoding skills and corresponding predictive patterns from linguistic skills to reading comprehension. We discuss the implications of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01