Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds

  title={Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds},
  author={Nonie K Lesaux and Orly Lipka and Linda S Siegel},
  journal={Reading and Writing},
This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4 children who entered kindergarten with little or no experience with English (ESL) to that of a group of native English speakers. Examiners administered various tasks of reading, language, and memory to the children in the study (n=480). The sample… 
The development of reading comprehension skills in children learning English as a second language
Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based
Exploring sources of poor reading comprehension in English language learners
ELL poor comprehenders had significantly lower scores than ELL average and good comprehenders on vocabulary breadth, listening comprehension, and morphological awareness, whereas there were no significant differences between theaverage and good comprehender groups on these skills.
The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis
Results indicated that children with SCD had deficits in oral language, but these deficits were not as severe as their deficit in reading comprehension, which suggests that the oral language weaknesses of children withSCD represent a developmental delay rather than developmental deviance.
Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English.
This longitudinal study examined the performance of poor comprehenders on several reading-related abilities in the late elementary school years. We identified 3 groups of readers in Grade 5 who were
How Specific are Specific Comprehension Difficulties? An Investigation of Poor Reading Comprehension in Nine-Year-Olds
This study explores the incidence of poor comprehenders, that is, children identified as having reading comprehension difficulties, despite age-appropriate word reading skills. It supports the
A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills.
The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades, and should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention.
Cognitive, linguistic, and literacy development in young children learning English as an Additional Language
Extensive research with monolingual children has established the importance of early code-related skills, memory, and oral language for children’s future literacy attainment, but less is known about
Predictors of reading and comprehension abilities in bilingual and monolingual children: a longitudinal study on a transparent language
Many studies have shown that learning to read in a second language (L2) is similar, in many ways, to learning to read in a first language (L1). Nevertheless, reading development also relies upon oral
Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading.
Developing a range of linguistic comprehension skills (e.g., word-level and sentence-level language skills) may be important for ELs with reading comprehension difficulties in the upper-elementary grades.
Unexpected Poor Comprehenders Among Adolescent ESL Students
It is suggested that vocabulary is the main source of reading comprehension difficulties in ESL unexpected poor comprehenders, and the advantage of the unexpected good comprehenders group is primarily due to discourse comprehension and strategic processes, and is only possible with high language proficiency.


Language proficiency and reading ability in first- and second-language learners
The purpose of the present study was to investigate the development of and interrelations between the language proficiencies and reading abilities of children learning to read in either a first
Acquisition of reading in a second language
THE PURPOSE of this longitudinal study was to investigate differences in reading acquisition processes between children learning to read in their native language and children learning to read in a
The developmental progression of comprehension‐related skills in children learning EAL
Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of
Background Knowledge, Linguistic Complexity, and Second-Language Reading Comprehension
In the present study, the role of cultural background knowledge on the reading comprehension of third graders acquiring literacy in Dutch as a first and second language is examined while the children
Components in Early Second Language Reading and Spelling
The results showed that the minority children kept up with the native Dutch-speaking children on word blending and word decoding tasks, but were found to be less efficient than their monolingual Dutch peers on word spelling and reading comprehension.
The development of reading in children who speak English as a second language.
The findings demonstrate that a model of early identification and intervention for children at risk is beneficial for ESL speakers and suggest that the effects of bilingualism on the acquisition of early reading skills are not negative and may be positive.
Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children
The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading
Relationship of metalinguistic capabilities and reading achievement for children who are becoming bilingual
Abstract This study investigated the developing metalinguistic capabilities of Hispanic primary school children who are becoming bilingual but whose English reading achievement is below average. Two
Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children.
This study examined whether the same component processes are involved in reading acquisition for native and nonnative speakers of English in the 1st grade. The performance of 88 children was examined
Syntactic competence and reading ability in children.