Bowyer-Crane, Claudine Anne orcid.org/0000-0002-0174-3418, Fricke, Silke, Schaefer, Blanca et al. (2 more authors) (2017) Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. READING AND WRITING. pp. 771-790. ISSN 0922-4777
Abstract
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after two years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2016. |
Keywords: | EAL,Oral language,Reading comprehension,Word reading |
Dates: |
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Institution: | The University of York |
Academic Units: | The University of York > Faculty of Social Sciences (York) > Education (York) |
Depositing User: | Pure (York) |
Date Deposited: | 18 Oct 2016 14:19 |
Last Modified: | 17 Oct 2024 08:33 |
Published Version: | https://doi.org/10.1007/s11145-016-9699-8 |
Status: | Published |
Refereed: | Yes |
Identification Number: | 10.1007/s11145-016-9699-8 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:106177 |
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