A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers

Low, Pauline; Siegel, Linda S.

doi:10.1075/wll.8.2.09low

Cited by 28 publications

(27 citation statements)

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“…As in the studies by Low and Siegel (2005) and Simard et al (2014), we found that the role of syntax in reading comprehension does not differ for monolinguals and bilinguals. This finding contradicted research by Geva and Farnia (2014) that showed that syntactical skill contributed to reading comprehension for ELLs but not for native English speakers.…”

Section: Syntactic Skillsupporting

confidence: 82%

“…In a study of fifth grade native English speakers and bilinguals from a variety of home language backgrounds, Geva and Farnia (2012) found that syntactic skill, as measured via a sentence formulation task, contributed to the explanation of reading comprehension for bilingual learners but not for native English speakers. However, Low and Siegel (2005) found that syntactic skill, as measured via an oral cloze task, contributed to a model of reading comprehension that was applicable to both monolingual and bilingual sixth grade students. Similarly, Simard, Foucambert, and Labelle (2014), found that syntactic skill, measured via an ungrammatical sentence repetition task and an error replication task, contributed to reading comprehension for both native and non-native French speakers in Quebec.…”

Section: Syntactic Skillmentioning

confidence: 95%

“…While there is not as much research on the role of syntax in reading comprehension as there is for other language skills, research by Low and Siegel (2005), Moktari and Thompson (2006) and Simard et al (2014) has suggested that syntactical skill may play an important role in reading comprehension. Each of these studies explored the role of syntax in reading comprehension in one grade in upper elementary school and did not include measures of vocabulary, morphology, and syntax together.…”

Section: Syntactic Skillmentioning

confidence: 99%

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Language skills and reading comprehension in English monolingual and Spanish–English bilingual children in grades 2–5

et al. 2015

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The present study investigated language skills and reading comprehension with English monolingual and Spanish-English bilingual children in grades 2-5. Of the 377 children in the sample, 207 were English monolingual and 170 were SpanishEnglish bilingual. Data were collected within a cohort-sequential design for two academic years in the fall and spring of each year. Growth modeling was used to estimate initial status on measures of vocabulary breadth, vocabulary depth, morphological awareness, and syntactic skill. A latent variable was created to capture the construct of reading comprehension, and growth modeling was used to estimate growth and ending status in latent reading comprehension. Analyses controlling for initial status in word recognition investigated relationships between initial status in language skills and growth and ending status in reading comprehension. Results showed that initial status on vocabulary breadth was related to growth in reading comprehension and initial status in vocabulary depth and syntactic skill were related to ending status in reading comprehension. Limitations and implications for future research are discussed.

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Section: Syntactic Skillsupporting

confidence: 82%

Section: Syntactic Skillmentioning

confidence: 95%

Section: Syntactic Skillmentioning

confidence: 99%

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Language skills and reading comprehension in English monolingual and Spanish–English bilingual children in grades 2–5

et al. 2015

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“…On the basis of our team's previous research with the children in the participating school district, which provides high-quality reading instruction to ELL students, the hypothesis was that there would be no differences between the children who have English as a first language (L1) and ELLs who have a first language other than English and who are being educated in English as a second or additional language (Chiappe, Siegel, & Gottardo, 2002;Chiappe, Siegel, & Wade-Woolley, 2002;Lesaux, Lipka, & Siegel, 2006;Lesaux & Siegel, 2003;Lipka & Siegel, 2007;Low & Siegel, 2005). Such a finding would indicate that with good instruction, ELL students can catch up with native English speakers.…”

mentioning

confidence: 99%

Morphological Awareness Skills of English Language Learners and Children With Dyslexia

Siegel

2008

Topics in Language Disorders

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113

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The purpose of this study was to examine the relation of morphological awareness to reading and spelling skills of children with dyslexia, children who are typical readers, and children who are English language learners (ELLs). Morphological awareness was defined by sensitivity to derivational morphemes, for example, ness, signifying a noun, ize, signifying a verb. The participants were 1,238 students in Grade 6, including 309 ELL students and 929 students who had English as a first language (L1). Morphological awareness was significantly related to reading and spelling over and above the contribution of phonological awareness and oral language skills. Individuals with dyslexia had significantly lower scores than normally achieving readers on the morphological awareness tasks. No differences were reported between the ELL and the English L1 students. All students were less sensitive to derivational morphology when they were required to recognize the appropriate endings on pseudowords, which required a higher level of morphological awareness than real words. Lack of morphological awareness may be a significant contributor to the deficits in reading and spelling characteristic of dyslexic readers and spellers. These results suggest that morphological awareness assessment and training should be administered in children with reading difficulties.

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“…Specifically, phonological processing, verbal working memory, and syntactic awareness can explain reading comprehension performance for native English speakers and ESL speakers (Low & Siegel 2005). Vocabulary knowledge may play a key role in reading comprehension performance for ESL readers as well.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Cognitive Processing and Reading

Keat¹,

Ismail²

2011

ASS

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This study discusses the Cognitive Assessment System (CAS) in assessing cognitive processing. CAS is capable of measuring not only the cognitive ability and process but also of able to determine the deficits in relation with specific reading skills. Therefore, this study aims to examine the relationship of PASS cognitive processes with the reading components of Wide Range Achievement Test-4 (WRAT-4). The CAS and WRAT-4 were administered to a hundred primary standard three Malaysian children but based on American norms. The full scale of CAS mean scores was 98 which is the average level of cognitive processing among the subjects. While the WRAT-4 reading components showed the mean score of overall reading performance was 90 which slightly reach the average level. Correlation analysis revealed that cognitive processes were significantly correlated with overall reading performance with r=0789, p<0.01. Simultaneous and Planning processing had quite strong relationship with the overall reading performance which was r=0. 724, p<0.01 and r=0.676, p<0.01 respectively. However, Successive processing had low score of r = 0.393, p < 0.01 for the correlation with reading comprehension. CAS is one of the alternatives in providing such capabilities in measuring cognitive processes that could predict reading deficits and relevant to identify performance on reading-related skills.

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A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers

Cited by 28 publications

References 0 publications

Language skills and reading comprehension in English monolingual and Spanish–English bilingual children in grades 2–5

Language skills and reading comprehension in English monolingual and Spanish–English bilingual children in grades 2–5

Morphological Awareness Skills of English Language Learners and Children With Dyslexia

The Relationship between Cognitive Processing and Reading

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