The Intersection of Cognitive and Sociocultural Factors in the Development of Reading Comprehension among Immigrant Students

Autor/in	Cummins, Jim
Titel	The Intersection of Cognitive and Sociocultural Factors in the Development of Reading Comprehension among Immigrant Students
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 25 (2012) 8, S.1973-1990 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-010-9290-7
Schlagwörter	Reading Comprehension; Immigrants; Language Minorities; Literacy; Bilingual Students; Native Language; Language Proficiency; Second Language Learning; Social Influences; Power Structure; Academic Failure; Bilingual Education; Minority Group Students; Reading Achievement; Research; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseverstehen; Immigrant; Immigrantin; Immigranten; Sprachminderheit; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Sozialer Einfluss; Bilingual teaching; Bilingualer Unterricht; Leseleistung; Forschung
Abstract	The present paper synthesizes the international research literature on the educational achievement of immigrant and minority language students by articulating three propositions for which there is strong empirical evidence: (a) print access and literacy engagement play a key role in promoting reading comprehension; (b) the development of bilingual students' L1 proficiency plays a positive role in L2 academic development; and (c) societal power relations play a direct causal role in promoting school failure among students from subordinated communities. This interpretation of the empirical evidence is contrasted with the conclusions of recent North American and European reviews. For example, the comprehensive review of literacy development among minority students conducted in the United States by the National Literacy Panel on Language-Minority Children and Youth acknowledged the legitimacy of bilingual education as a policy option but said very little about the role of literacy engagement in promoting reading comprehension. By contrast, various reports of the Programme for International Student Achievement (PISA) conducted by the Organisation for Economic Cooperation and Development (OECD) highlighted the importance of reading engagement for reading achievement but discounted bilingual education as a feasible or realistic policy option. The instructional implications of the present review include the need for educators to promote print access and literacy engagement, teach for cross-lingual transfer, and affirm students' identities in classroom interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10