The development of reading comprehension skills in children learning English as a second language

Lipka, Orly; Siegel, Linda S.

doi:10.1007/s11145-011-9309-8

Cited by 109 publications

(64 citation statements)

References 40 publications

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“…Although links between syntactic knowledge and reading comprehension have been established for monolingual speakers, less work has been conducted examining the role of syntax in reading comprehension in L2 learners. However, findings from the limited number of studies that have examined the contributions of syntax to reading comprehension among L2 learners are consistent with findings from studies examining these skills in native English speakers (e.g., Lesaux, Lipka, & Siegel, 2006;Lipka & Siegel, 2012). Children who were L2 learners performed worse on syntactic awareness measures than native English speakers (Lesaux et al, 2006).…”

Section: Syntactic Knowledgesupporting

confidence: 68%

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

et al. 2017

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As posited by the simple view of reading, listening comprehension and decoding are necessary for reading comprehension. Thus, the present study examined subcomponents of listening comprehension (i.e., vocabulary, morphology, and syntax) and their contributions to reading comprehension. The novel aspect of this study is that rather than examining listening comprehension as a global variable, the unique and shared variance of subcomponents of listening comprehension were examined in relation to English reading comprehension. Second language learners of English from Spanish-speaking backgrounds between the ages of 9 and 13 years completed tasks assessing vocabulary, morphological awareness, syntactic knowledge, word reading, and reading comprehension in English. As expected, regression analyses showed that all three subcomponents of listening comprehension contributed to reading comprehension. Additionally, commonality analyses showed that morphological awareness and syntactic knowledge shared significant amounts of variance with vocabulary. The interrelations among these variables have implications for assessment and intervention.

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Section: Syntactic Knowledgesupporting

confidence: 68%

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

et al. 2017

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“…One can question the extent to which these processes transfer smoothly between the different languages in the mind of multilinguals. As mentioned above, it can be claimed that cognitive processes are influenced by students' threshold level of proficiency in the instructional language (Cummins 1976), especially in vocabulary (Rydland, Aukrust, and Fulland 2012;Lipka and Siegel 2012).…”

Section: Discussionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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“…Given the integral role they play in the reading process, it is not surprising that methods used to improve reading have included vocabulary instruction, specifically word recognition practices, and training to develop both fluency and reading comprehension (August, 2011;Lipka & Siegel, 2012;National Reading Panel, 2000;Nisbet, 2010;Yu-han & Wen-ying, 2015). Other researchers provide support for using reading methods that bring together these skills to assist ESL learners with their reading (e.g., Lipka & Siegel, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Other researchers provide support for using reading methods that bring together these skills to assist ESL learners with their reading (e.g., Lipka & Siegel, 2012). One early quasi-experimental instruction study was conducted by Zimmerman (1997).…”

Section: Introductionmentioning

confidence: 99%

Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training

Oliver

Young

2016

SSLLT

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The current research examines the effect of two methods of vocabulary training on reading fluency and comprehension of adult English as second language (ESL) tertiary-bound students. The methods used were isolated vocabulary training (bottom-up reading) and vocabulary training in context (topdown reading). The current exploratory and quasi-experimental study examines the effectiveness of these methods in two intact classes using pre-and posttest measures of students' reading fluency and comprehension. The results show that bottom-up training had a negative impact on fluency and comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.

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The development of reading comprehension skills in children learning English as a second language

Cited by 109 publications

References 40 publications

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

Unpacking listening comprehension: the role of vocabulary, morphological awareness, and syntactic knowledge in reading comprehension

Metacognition in Language Learning and Teaching

Improving reading fluency and comprehension in adult ESL learners using bottom-up and top-down vocabulary training

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