Components in Early Second Language Reading and Spelling

Verhoeven, Ludo

doi:10.1207/s1532799xssr0404_4

Cited by 292 publications

(249 citation statements)

References 17 publications

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“…At the same time, their poor vocabulary knowledge might interfere with text comprehension. In Verhoeven's (2000) study, the Turkish-native children lagged more than 2 standard deviations behind their Dutch-native peers in vocabulary knowledge in Dutch. With regards to reading comprehension, these children also showed substantially lower levels of achievement than the Dutch monolinguals.…”

Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 77%

“…Some studies suggest that reading acquisition should take place in the native language first because successful reading acquisition requires a minimum of oral proficiency. For example, Verhoeven (2000) compared the development of reading and spelling in Turkish-native children schooled in Dutch in the Netherlands and in Dutch-native monolingual children, in the first two grades of elementary school. This comparison showed that the Turkish-native children reached much lower performances than their monolingual peers.…”

Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 99%

“…To account for this difference, Verhoeven (2000) suggested that L2 learners experience difficulties in recoding letter strings phonemically because they are less able than native speakers to discriminate the sounds of that language. This hypothesis is supported by several studies showing that L2 learners have difficulties processing non-native phonemic contrasts.…”

Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 99%

“…According to Verhoeven (2000), L2 learners might also have difficulties with building up a reading vocabulary in their L2 because of the restricted size of their lexicon in that language, which may seriously impede reading in L2 both for words and for texts. Indeed, due to smaller vocabulary knowledge, L2 learners might benefit less from the effect of word frequency during lexical access.…”

Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 99%

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Reading Development in two Alphabetic Systems Differing in Orthographic Consistency: A longitudinal study of French-speaking children enrolled in a Dutch immersion program

et al. 2009

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Studies examining reading development in bilinguals have led to conflicting conclusions regarding the language in which reading development should take place first. Whereas some studies suggest that reading instruction should take place in the most proficient language first, other studies suggest that reading acquisition should take place in the most consistent orthographic system first. The present study examined two research questions: (1) the relative impact of oral proficiency and orthographic transparency in second-language reading acquisition, and (2) the influence of reading acquisition in one language on the development of reading skills in the other language. To examine these questions, we compared reading development in Frenchnative children attending a Dutch immersion program and learning to read either in Dutch first (most consistent orthography) or in French first (least consistent orthography but native language). Following a longitudinal design, the data were gathered over different sessions spanning from Grade 1 to Grade 3. The children in immersion were presented with a series of experimental and standardised tasks examining their levels of oral proficiency as well as their reading abilities in their first and, subsequently in their second, languages of reading instruction. Their performances were compared to the ones of French and Dutch monolinguals. The results showed that by the end of Grade 2, the children instructed to read in Dutch first read in both languages as well as their monolingual peers. In contrast, the children instructed to read in French first lagged behind the other Dutch-speaking groups in Dutch reading tasks.

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Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 77%

Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 99%

Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 99%

Section: The Role Of Oral Proficiency In Second-language Reading Acqumentioning

confidence: 99%

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Reading Development in two Alphabetic Systems Differing in Orthographic Consistency: A longitudinal study of French-speaking children enrolled in a Dutch immersion program

et al. 2009

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“…The importance of reading speed for comprehension alongside reading accuracy has been highlighted by many researchers (e.g., Carver, 1992;Grabe, 2010); high correlations between reading comprehension and reading fluency have been reported (Fuchs, Fuchs, Hosp, & Jenkins, 2001). For example, Spanish L2 learners in Judith (1995) identified scanning and skimming as the most necessary reading skills, and Verhoeven (2000) found a causal relationship between word recognition skills and reading comprehension measures. Khalifa and Weir's cognitive processing model includes three kinds of expeditious reading: skimming, search reading, and scanning.…”

Section: Second Language Readingmentioning

confidence: 99%

Exploring Test Takers’ Cognition in a High-stakes Reading Test : An Eye-tracking Study

Lim¹

2017

The Journal of AsiaTEFL

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Learning how test takers derive their answers, referred to as the test-taking process, is essential to test validation. However, research on test takers' mental process has been impeded by the excessive popularity of quantitative analysis and the limitations of research methods. By using eye-tracking technology, this study investigated Chinese ESL learners' reading processes in the iBT TOEFL reading section for the purpose of test validation. Ninety Chinese ESL students at a large Midwestern university were invited to an eye-tracking lab and asked to take a 20-minute reading test on a computer screen to which an eye tracker was attached. As in Bax and Weir (2012), this study analyzed only high scorers' eye movement data (e.g., gaze plots and fixation durations) based on the predetermined criteria. The reading time spent on the intended reading types was also calculated as evidence of validity. The results showed that participants predominantly exercised careful reading skills below the paragraph level, vocabulary questions seemingly failed to elicit inferencing ability, and expeditious reading rarely occurred. Learners did not spend more time reading a text associated with implicit questions compared to a text associated with explicit questions. The implication of the findings for test validity and test development are also discussed.

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Supporting Language and Literacy Development for Additional Language Learners with Disabilities

Haager¹,

Aceves²

2017

The Wiley Handbook of Diversity in Special Education

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Components in Early Second Language Reading and Spelling

Cited by 292 publications

References 17 publications

Reading Development in two Alphabetic Systems Differing in Orthographic Consistency: A longitudinal study of French-speaking children enrolled in a Dutch immersion program

Reading Development in two Alphabetic Systems Differing in Orthographic Consistency: A longitudinal study of French-speaking children enrolled in a Dutch immersion program

Exploring Test Takers’ Cognition in a High-stakes Reading Test : An Eye-tracking Study

Supporting Language and Literacy Development for Additional Language Learners with Disabilities

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