Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children

Tong, Xiuhong; Deng, Qinli; Tong, Xiuli

doi:10.1007/s11881-022-00268-y

Cited by 3 publications

(1 citation statement)

References 52 publications

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“…Avci and Yuksel (2011) used literature circles to improve the reading comprehension skills of fourth-grade students who had low-level reading comprehension and the strategy proved to be beneficial. Tong, Deng, and Tong (2022) study revealed that weakness in syntactic awareness in led to poor comprehension among Chinese learners either in their first language or in English second language. In investigating reading comprehension difficulties Capin et al (2022) reached the conclusion that word reading difficulties in grades 1-4 was the main reason.…”

Section: Reading Comprehension Difficultiesmentioning

confidence: 93%

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

El-Esery

2023

5019

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Reading comprehension requires language learners to be active and independent. A literature circle is a reading strategy that asserts different roles for students and promotes independence and active learning. The literature circle strategy was invented mainly for face-to-face learning. The spread of online teaching and learning necessitated the development of new teaching methods and learning strategies. In response, the present study adapted and developed the regular face-to-face literature circles into a virtual form to be known as Virtual Literature Circle (VLC) and maintained online. A sample of EFL (English as a Foreign Language) learners at Qassim University followed the VLCs in reading II during the second semester of the academic year 2022. Strong gains in vocabulary acquisition and reading comprehension have been documented in the present study. Comparisons of the experimental and the control groups in the pre-test study revealed no significant differences before intervention. After a four-month intervention, the two groups conducted the post-test study. Large significant differences appeared in post-testing suggesting the effectiveness of the VLC strategy followed in developing vocabulary acquisition and reading comprehension among EFL learners. The VLCs prove to be effective and suitable for synchronous and asynchronous face-to-screen learning.

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Section: Reading Comprehension Difficultiesmentioning

confidence: 93%

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

El-Esery

2023

5019

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The meta-linguistic and domain-specific executive function profile of children with decoding or comprehension difficulties

Zhang,

Peng,

Peng

et al. 2024

Read Writ

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Relations Between Executive Functions and Reading Comprehension: A Study of Fourth-Grade Students with and Without Reading Comprehension Difficulties

Escobar,

Espinoza,

Balboa

2024

Brain Sciences

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Background: The role of non-linguistic factors, such as executive functions, in the reading comprehension process has been analyzed. The present research sought to investigate the relationship between executive functions and reading comprehension. Methods: In an exploratory cross-sectional study, a group of 89 fourth-grade students were evaluated, considering a balanced number of children with and without reading comprehension difficulties. Results: The results indicate that students with reading comprehension difficulties present a lowered profile with respect to both executive functions and reading variables. The path analysis indicates the presence of differences in the variables that explain reading comprehension for both groups. While in the case of students without reading comprehension difficulties, working memory has both a direct and an indirect effect, i.e., through vocabulary, on reading comprehension; in the case of children with reading comprehension difficulties, only cognitive flexibility has a direct impact. In both cases, inhibition has an indirect impact through vocabulary. Conclusions: We reflect on the differentiated role of executive functions according to the level of development of reading skills, highlighting the possibility that some skills may act in a compensatory manner in the presence of general difficulties. The role of vocabulary in the relationship between executive skills and reading is highlighted.

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Syntactic awareness matters: uncovering reading comprehension difficulties in Hong Kong Chinese-English bilingual children

Cited by 3 publications

References 52 publications

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

Implementing virtual literature circles for developing English learners’ vocabulary acquisition and reading comprehension

The meta-linguistic and domain-specific executive function profile of children with decoding or comprehension difficulties

Relations Between Executive Functions and Reading Comprehension: A Study of Fourth-Grade Students with and Without Reading Comprehension Difficulties

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