Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language

Autor/inn/en	Li, Miao; Kirby, John R.; Geva, Esther; Koh, Poh Wee; Zhang, Huan
Titel	Profiles of Poor Decoders, Poor Comprehenders, and Typically Developing Readers in Adolescents Learning English as a Second Language
Quelle	In: Journal of Learning Disabilities, 55 (2022) 4, S.306-324 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Miao) ORCID (Kirby, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211023200
Schlagwörter	Reading Difficulties; English (Second Language); Second Language Learning; Second Language Instruction; Reading Comprehension; Reading Skills; Middle School Students; Chinese; Native Language; Grade 8; Immersion Programs; Language of Instruction; Comparative Analysis; Teaching Methods; Identification; Reading Tests; Language Tests; Listening Comprehension Tests; Intelligence Tests; Correlation; Transfer of Training; Vocabulary Skills; Gates MacGinitie Reading Tests; Test of Word Reading Efficiency; Woodcock Language Proficiency Battery; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseverstehen; Reading skill; Lesefertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; China; Chinesen; School year 08; 8. Schuljahr; Schuljahr 08; Immersionsprogramm; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Identifikation; Identifizierung; Lesetest; Language test; Sprachtest; Hörverstehensübung; Intelligence test; Intelligenztest; Korrelation; Training; Transfer; Ausbildung; Aktiver Wortschatz
Abstract	This study examined (a) the identification of various reading groups across languages in Chinese (L1) adolescents learning English as a second language (ESL), in terms of their word-reading and reading comprehension skills, (b) overlap in reading group membership across languages, and (c) the performance of the various reading groups on reading-related language comprehension measures in English. The participants were 246 eighth-grade students from an English-immersion program in a middle school in China. Latent profile analysis identified three reading groups in each language: (a) a typically developing reader group with average or above-average word-reading and reading comprehension, (b) a group with poor decoding/word-reading skills and weak reading comprehension, and (c) a group with poor reading comprehension in the absence of poor decoding/word reading. The overlap in profile characteristics across languages for typically developing readers and poor decoders was high (about 68% for typically developing readers and 54% for poor decoders), whereas the overlap for being poor comprehenders in each language was moderate (about 37%). Furthermore, poor decoders in either language performed more poorly than the typically developing and poor comprehender groups on word reading in the other language, while poor comprehenders in either language performed more poorly than the typically developing and poor decoder groups on reading comprehension in the other language. The comparison of the reading groups' performance on English reading-related language comprehension measures showed that poor comprehenders and poor decoders performed worse than typically developing readers. Implications for identification and instruction of ESL children with reading difficulties are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01