The contribution of working memory and vocabulary knowledge to English reading comprehension in Cantonese-speaking children

2005 ◽  
Author(s):  
Po-yee, Polly Leung
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Vocabulary Knowledge ◽  
English Reading ◽  
English Reading Comprehension

scholarly journals Exploring variation in reading comprehension among young adult Spanish–English bilinguals: The role of environmental language contact and attitudes toward reading

2017 ◽  
Vol 22 (6) ◽  
pp. 695-716 ◽  
Author(s):  
Sara Ashley Smith ◽  
Jessica G Briggs ◽  
Holly Pothier
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
University Students ◽  
Attitudes Toward Reading ◽  
Reading Outcomes ◽  
English Reading ◽  
English Bilingual ◽  
English Reading Comprehension ◽  
Language Environment ◽  
The Impact

Aims: The goal of this study was to investigate diversity among Spanish–English bilingual university-level students’ reading outcomes and the impact of reading attitudes, motivation, and variation in language environment. Design: The current study included 50 Spanish–English bilingual undergraduate students, mean age 21.8 years, from a university in the western United States. Participants were administered a battery of standardized assessments including measures of executive function, English reading comprehension, working memory, non-verbal IQ, and questionnaires addressing language environment, language behaviour, and attitudes toward reading in English and Spanish. Data and analysis: Hierarchical linear regression models regressing reading performance on questionnaire responses were performed. Findings: Spanish–English bilingual university students showed differential reading comprehension outcomes, which were significantly predicted by differences in attitudes toward reading, extrinsic and/or instrumental motivation, and environmental language usage. A combined model of IQ, working memory, perceived English reading skills, and composite of positive attitudes toward reading in Spanish and English accounted for the most variance in reading comprehension scores, 38.5%, F(2,502), p = .03. Greater Spanish use for workplace customer communication significantly predicted higher English reading comprehension. Originality: Distinct from previous research, learners’ perceived value of Spanish reading and use of Spanish in the workplace accounted for variance in English reading outcomes. Significance: Our findings that individual and environmental factors influence variation in reading outcomes indicates further heterogeneity among Spanish–English bilingual university students, with potential implications for reading development and university success.

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

scholarly journals Addressing english reading comprehension difficulties by Somali origin pupils in England primary schools: Using parents as resources

2021 ◽  
Vol 3 (1) ◽  
pp. 56-64
Author(s):  
Shamsudin Abikar
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Vocabulary Knowledge ◽  
Text Input ◽  
English Reading ◽  
Comprehension Skills ◽  
Cultural Experiences ◽  
Teacher Students ◽  
English Reading Comprehension ◽  
Reading Activities

The question of whether classroom reading activities in primary schools in England can be solely relied on to be sufficient for English as additional language (EAL) pupils to comprehend English text was the focus of the paper. Two case studies where Somali origin EAL pupils involved in learning English reading comprehension were utilized as a springboard to develop my argument that parents are an intrinsic part of developing pupils’ English comprehension as they may constitute financially less expensive and rich resources in terms of cultural experiences. Furthermore, England’s education policy regarding EAL pupils, reading for comprehension, and factors that influence it: vocabulary knowledge, teacher -students ratio in England school and parental involvement in schools were explored to provide an answer for the question of whether only reading for comprehension activities in the classroom is enough to promote the understanding of EAL Somali origin. It was argued that only those activities are not sufficient, and there is a need for the use of parents as resources to enrich the text input, which potentially increases the comprehension skills of Somali origin EAL pupils.

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