Journal Article

Predictors of English reading comprehension: Cantonese-speaking English language learners in the U.S

Uchikoshi, Yuuko

2013

Overview

In this paper, first language (L1) and second language (L2) oral language and word reading skills were used as predictors to devise a model of reading comprehension in young Cantonese-speaking English language learners (ELLs) in the United States. L1 and L2 language and literacy measures were collected from a total of 101 Cantonese-speaking ELLs during the early spring of second grade. Results show that English vocabulary and English word decoding, as measured with real and nonsense words, played significant roles in English reading comprehension. In particular, results highlight the crucial role of English vocabulary in the development of L2 English literacy skills. English listening comprehension did not predict English reading comprehension. Theoretical and practical implications are discussed.

• Publisher: Springer Netherlands,Springer,Springer Nature B.V
• Subject: American English / Cantonese / Chinese Americans / Comprehension / Decoding / Education / Elementary education / Elementary School Students / English (Second Language) / English as a second language / English as a Second Language Learning / English language / English Language Learners / English Learners / Foreign language learning / Grade 2 / Language and Literature / Language Skills / Linguistics / Listening Comprehension / Literacy / Literacy skills / Native Language / Neurology / Nonsense words / Oral Language / Predictor Variables / Psycholinguistics / Reading ability / Reading Achievement / Reading Acquisition / Reading Comprehension / Reading Skills / Role / Second Language Learning / Second Language Reading / Sino Tibetan Languages / Skills / Social Sciences / Spoken language / Vocabulary / Vocabulary development