Measuring Knowledge of Multiple Word Meanings in Children with English as a First and an Additional Language and the Relationship to Reading Comprehension

Autor/inn/en	Booton, Sophie A.; Hodkiss, Alex; Mathers, Sandra; Murphy, Victoria A.
Titel	Measuring Knowledge of Multiple Word Meanings in Children with English as a First and an Additional Language and the Relationship to Reading Comprehension
Quelle	In: Journal of Child Language, 49 (2022) 1, S.164-196 (33 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Booton, Sophie A.) ORCID (Mathers, Sandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000052
Schlagwörter	English; Native Language; English (Second Language); Age Differences; Reading Comprehension; Elementary School Students; Measures (Individuals); Language Acquisition; Definitions; Vocabulary Development; Literacy; Cognitive Ability; Nonverbal Ability; Reading Rate; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Age; Difference; Age difference; Altersunterschied; Leseverstehen; Messdaten; Sprachaneignung; Spracherwerb; Begriffsbestimmung; Wortschatzarbeit; Alphabetisierung; Schreib- und Lesefähigkeit; Denkfähigkeit; Reading readiness; Reading speed; Lesegeschwindigkeit; Ausland; Großbritannien
Abstract	Polysemy, or the property of words having multiple meanings, is a prevalent feature of vocabulary. In this study we validated a new measure of polysemy knowledge for children with English as an additional language (EAL) and a first language (EL1) and examined the relationship between polysemy knowledge and age, language status, and reading comprehension. Participants were 112 British children aged 5 to 6 (n = 61) or 8 to 9 years (n = 51), 37% of whom had EAL (n = 41). Participants completed the new measure of knowledge of polysemes, along with other measures of language, literacy and cognitive ability. The new measure was reliable and valid with EAL and EL1 children. Age and language status predicted children's polyseme knowledge. Polyseme knowledge uniquely contributed to reading comprehension after controlling for age, language status, non-verbal intelligence, time reading in English, and breadth of vocabulary. This research underscores the importance of polysemy for children's linguistic development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01