Predictors of Reading Literacy for First and Second Language Learners

Autor/inn/en	Netten, Andrea; Droop, Mienke; Verhoeven, Ludo
Titel	Predictors of Reading Literacy for First and Second Language Learners
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 24 (2011) 4, S.413-425 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-010-9234-2
Schlagwörter	Self Esteem; Second Languages; Reading Motivation; Foreign Countries; Grade 6; Grade 4; Literacy; Reading Skills; Second Language Learning; Predictor Variables; Native Language; Grade 5; Elementary School Students; Decoding (Reading); Thinking Skills; Recreational Reading; Primary Education; Structural Equation Models; Longitudinal Studies; Netherlands + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Second language; Zweitsprache; Lesemotivation; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 04; 4. Schuljahr; Schuljahr 04; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Zweitsprachenerwerb; Prädiktor; School year 05; 5. Schuljahr; Schuljahr 05; Dekodierung; Denkfähigkeit; Häusliche Lektüre; Primarbereich; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Niederlande
Abstract	In this study an attempt was made to construct a multi-factor model predicting the development of reading literacy in the upper grades of primary school in the Netherlands for subgroups of 729 first language (L1) learners and 93 second language (L2) learners. Following a longitudinal design, it was explored to what extent the variation in reading literacy development in L1 and L2 from grade 4 to grade 6 can be explained from children's word decoding, language, mathematics and nonverbal reasoning skills, reading motivation and self confidence as well as their home reading resources. The results showed that L1 and L2 learners differed in reading literacy skills, language, mathematics, and reasoning skills. Structural equation modelling showed that the reading literacy development in both L1 and L2 learners could be explained from decoding, language, mathematics and reasoning skills, as well as their motivation and self-confidence. A striking difference was the fact that home reading resources had an impact on reading literacy in L1 learners but not in L2 learners. (Contains 2 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10