Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs

2017 ◽  
Vol 23 (1) ◽  
pp. 118-137 ◽  
Author(s):  
Robert Savage ◽  
Adriana Pace
Keyword(s):  
Reading Comprehension ◽  
Language Comprehension ◽  
Listening Comprehension ◽  
Dual Language ◽  
Language Instruction ◽  
French Immersion ◽  
Reading Processes ◽  
School Year ◽  
Language Groups ◽  
L1 And L2

Aims and Objectives/Purpose/Research Questions: This paper describes a study investigating the relationships between reading and listening comprehension in a simultaneous dual language instruction context. We explored whether listening and reading comprehension are unitary constructs across the first language (L1) and the second language (L2). Design/Methodology/Approach: Listening comprehension and reading comprehension measures were administered twice over a school year in English and French. Data and Analysis: Stepwise regression analyses were undertaken with 206 typical children in grade 4 classrooms in French Immersion programs. Findings/Conclusions: Analyses showed listening comprehension in the L1 and listening comprehension in the L2 both independently predicted reading comprehension concurrently. Reading comprehension in the L1 and reading comprehension in the L2 both predicted reading comprehension in the L1 and L2 longitudinally and symmetrically within, as well as across, home language groups. Originality and Significance/Implications: Findings suggest that listening comprehension and reading comprehension are not unitary constructs and possibly suggest synergistic recruitment of distinct L1 and L2 listening comprehension and reading comprehension resources in dual language comprehension, as suggested by the Development Interdependence Hypothesis. Both dual language policy and school-based practices might be enhanced through collaborative planning and activities that support this natural interdependence of component reading processes across languages, while also being aware that language comprehension abilities may not be at comparable levels across L1s and L2s by grade 4 in immersion contexts.

scholarly journals Evidence for complementary effects of code- and knowledge-focused reading instruction

2021 ◽  
pp. 026565902110142
Author(s):  
Meghan Vollebregt ◽  
Jana Leggett ◽  
Sherry Raffalovitch ◽  
Colin King ◽  
Deanna Friesen ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Reading Instruction ◽  
Listening Comprehension ◽  
Nonsense Word ◽  
Dialogic Reading ◽  
Written Expression ◽  
Word Decoding ◽  
School Year ◽  
One Year

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

Reading comprehension gains in a differentiated reading intervention in Spanish based on the Simple View

2020 ◽  
pp. 026565902096798
Author(s):  
Gabriela Silva-Maceda ◽  
Blanca Flor Camarillo-Salazar
Keyword(s):  
Reading Comprehension ◽  
Listening Comprehension ◽  
Intervention Group ◽  
Group Versus ◽  
Control Group ◽  
Simple View ◽  
Comprehension Skill ◽  
School Year ◽  
Mixed Analysis ◽  
Post Test

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery of a program designed to target one or both of such components. Fifty-four children from two 1st grade classrooms in a public school in Mexico were screened for difficulties in decoding and listening comprehension at the end of the school year. At the beginning of 2nd grade, 27 students identified with difficulties were randomly assigned to either an intervention ( n = 14) or a control group ( n = 13). Students selected for the targeted intervention attended the sessions aimed at their specific needs: five students with poor decoding only received the Phonological and Orthographic Awareness sessions of the intervention (9 sessions); seven students with poor listening comprehension only attended the Oral Vocabulary sessions (5 sessions); two students with mixed difficulties attended the full program (14 sessions). A 2 × 2 mixed analysis of variance showed that the interaction between the Time and Group variables had a significant effect, i.e. students in the intervention group had significantly higher scores in the post-test evaluation with respect to their baseline and compared to the growth observed in the control group. Results are discussed concerning their implications for teaching practices and for the use of strategies that target reading specific difficulties in students using both oral and written language.

scholarly journals Learning to Read: the Case of Moroccan Students who Learn Spanish

2013 ◽  
Vol 16 ◽  
Author(s):  
Antonio Aguilera-Jiménez ◽  
Carmen Delgado ◽  
Alfonso Luque ◽  
Francisco J. Moreno-Pérez ◽  
Isabel. R. Rodríguez-Ortiz ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Ability ◽  
Word Reading ◽  
Immigrant Students ◽  
Learning To Read ◽  
Reading Processes ◽  
Spanish Speaking ◽  
Oral Vocabulary ◽  
L1 And L2

AbstractThe aims of this study are to assess L1 and L2 variables that influence the reading acquisition of students of Moroccan origin in the South of Spain and compare their reading ability with native Spanish-speaking children. Participants were 38 students of Moroccan origin and 37 native Spanish-speaking students from the same classes. We used an oral vocabulary test and a reading comprehension test, which taps lexical, semantic, and syntactic reading processes, and reading fluency. The results indicated that immigrant students differed from native Spanish-speaking students in word reading, reading fluency, and the use of punctuation marks, but there were no significant differences in reading comprehension. In native Spanish-speaking students, reading comprehension correlated significantly with oral vocabulary and the other reading processes, but in the students of Moroccan origin, only receptive oral vocabulary in L2 correlated with the use of punctuation marks. Being in schools with educational resources specifically aimed at helping the Moroccan pupils was associated with a higher level of word reading in immigrant students.

scholarly journals Identificación de patrones instruccionales de mediación relacionados con progresos en comprensión lectora en contextos de desventaja sociocultural

2020 ◽  
Vol 36 (2) ◽  
pp. 283-294
Author(s):  
Tricia Mardones ◽  
Juan-José Navarro ◽  
Leandro Zamorano
Keyword(s):  
Reading Comprehension ◽  
Public Schools ◽  
Learning Difficulties ◽  
Eighth Grade ◽  
Previous Knowledge ◽  
Reading Processes ◽  
School Year ◽  
Educational Implications ◽  
Reading Progress ◽  
Guide Intervention

Identificar factores instruccionales específicos relacionados con progresos en comprensión lectora es esencial para optimizar el aprendizaje y orientar la intervención, especialmente en contextos de desventaja sociocultural o dificultades de aprendizaje. Este estudio pretende identificar patrones instruccionales de mediación eficaces en la explicación del progreso en comprensión. Se grabaron, transcribieron y analizaron sistemáticamente 82 sesiones-clase, y se registraron pautas de mediación relativas a diferentes procesos lectores. Los patrones de mediación fueron analizados mediante codificación y categorización del contenido con el programa Maxqdea-7. Fueron consideradas 19 categorías, que aglutinaron 178 unidades de información significativas (pautas/conductas de mediación). La muestra estuvo compuesta por 21 docentes y 821 estudiantes de tercero a octavo grado de Educación básica de escuelas públicas de Chile ubicadas en contextos deprivados. El progreso lector se midió con la prueba estandarizada CL-PT, aplicada al principio y al final del curso escolar. Los resultados permitieron identificar pautas específicas de mediación significativas en la explicación del progreso, especialmente el patrón M_17 (Mediación del uso de estrategias para la activación e integración de conocimientos previos) explicaba el 26% de la varianza (r = .55, p < .01; R2ajustado = .26, F(1, 19) = 8.19, p = .01). Se discuten las implicaciones educativas de estos resultados.    Identifying specific instructional factors related to progress in reading comprehension is essential to optimize learning and guide intervention, especially in contexts of sociocultural disadvantage or learning difficulties. This study aims to identify effective mediational instructional patterns in the explanation of progress in reading comprehension. Teaching guidelines were systematically recorded in relation to different reading processes. Eighty-two sessions were recorded, transcribed and analyzed by coding and categorizing the content of the sessions through the Maxqdea-7 program. Nineteen categories were considered, which comprised 178 significant units of information (mediation guidelines). The sample consisted of 21 teachers and 821 students from third to the eighth grade of public schools of Chile located in deprived contexts. Reading progress was measured with the standardized CL-PT test, which was applied at the beginning and end of the school year. The results have allowed identifying mediation patterns with a significant relevance in the explanation of reading progress, especially the pattern M_P17 (Mediation of the use of strategies for the activation and integration of previous knowledge) managed to explain 26% of the variance in the progress (r = .55, p < .01; R2adjusted = .26, F(1, 19) = 8.19, p = .01). The educational implications of these results are discussed.

The contributions of language control to executive functions: From the perspective of bilingual comprehension

2019 ◽  
Vol 72 (8) ◽  
pp. 1984-1997 ◽  
Author(s):  
Lu Jiao ◽  
Cong Liu ◽  
Lijuan Liang ◽  
Patrick Plummer ◽  
Charles A Perfetti ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Executive Functions ◽  
Listening Comprehension ◽  
Flanker Task ◽  
Mixed Block ◽  
Control Mechanisms ◽  
Beneficial Effects ◽  
Language Control ◽  
Language Context ◽  
L1 And L2

Previous studies have suggested that bilingual production experience has beneficial effects on executive functions. In the current study, four experiments were conducted to investigate whether bilingual comprehension experience influences executive functions. In Experiments 1 and 2, Chinese–English bilinguals completed a flanker task interleaved with a language comprehension task (reading comprehension in Experiment 1 and listening comprehension in Experiment 2). There were three blocks distinguished by language context, with a Chinese (L1) block, an English (L2) block, and a mixed (L1 and L2) block. Results showed that performance in the mixed block was better on both congruent and incongruent flanker trials when compared with the L1 and L2 blocks, indicating better monitoring functions overall. In Experiments 3 and 4 (reading comprehension and listening comprehension, respectively), participants were also exposed to three language contexts (i.e., L1, L2, and mixed block) but performed a non-conflict control task that did not require any conflict resolution. The results of Experiments 3 and 4 showed similar performance under the three different language contexts. Taken together, these results indicate that language control mechanisms involved in bilingual comprehension contribute to domain-general executive control performance. The results suggest a monitoring mechanism establishes a bridge connecting executive functions and bilingual language control during comprehension.

scholarly journals Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285841989788
Author(s):  
Trina D. Spencer ◽  
Meghan Moran ◽  
Marilyn S. Thompson ◽  
Douglas B. Petersen ◽  
M. Adelaida Restrepo
Keyword(s):  
Treatment Group ◽  
Oral Language ◽  
Dual Language ◽  
Language Instruction ◽  
Tier 2 ◽  
School Year ◽  
Group Lessons ◽  
Oral Language Skills ◽  
Tier 2 Intervention ◽  
Cluster Randomized

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children’s oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large-group lessons in English to the whole class twice per week. For a Tier 2 intervention, the teachers delivered small-group lessons 4 days a week, alternating the language of intervention daily (first Spanish, then English). Group posttest differences were statistically significant, with moderate to large effect sizes favoring the treatment group on all the English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary) and a distal measure of language comprehension.

scholarly journals How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties

2018 ◽  
Vol 85 (2) ◽  
pp. 180-196 ◽  
Author(s):  
Sharon Vaughn ◽  
Greg Roberts ◽  
Philip Capin ◽  
Jeremy Miciak ◽  
Eunsoo Cho ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Listening Comprehension ◽  
Word Reading ◽  
Reading Difficulties ◽  
Language And Literacy ◽  
Response To Instruction ◽  
Literacy Outcomes ◽  
School Year ◽  
Intensive Reading

This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction among 400 struggling readers in fourth grade ( n = 183 for non-EL; n = 217 for EL) who received an intensive reading intervention. At pretest, word reading, listening comprehension, and reading comprehension were measured, and at posttest, reading comprehension was measured again. Results from moderated multiple regression analyses showed a significant three-way interaction such that reading comprehension at posttest was higher for ELs than non-ELs with similar levels of low word reading but relatively higher levels of listening comprehension. However, non-ELs outperformed ELs with similar levels of relatively high word reading and average to high listening comprehension. The findings suggest that pre-intervention skill profiles may need to be interpreted differently for ELs and non-ELs with significant reading difficulties in relation to language and literacy outcomes.

scholarly journals A Comparison of ESL Students' Ability in Four Language Modes: Oral Composing, Independent Writing, Story Retelling, and Reading.

1987 ◽  
Vol 4 (2) ◽  
pp. 59
Author(s):  
Victor Froese
Keyword(s):  
Reading Comprehension ◽  
Oral Reading ◽  
Listening Comprehension ◽  
Esl Students ◽  
School Division ◽  
Story Retelling ◽  
Independent Writing ◽  
Language Groups ◽  
Winnipeg School Division ◽  
Reading Miscues

Thirty-nine students (ages 10-14) were drawn from classrooms containing ESL students in three schools in one Winnipeg school division and comparisons were made for these ethnolinguistic groups Filipino, Vietnamese, and Chinese. For each of the four language modes - oral composing, independent writing, reading, and retelling - a number of language units were compared: number of words produced, number oft-units produced, average number of words per t-unit, and number of dependent clauses produced. The answers to the following four questions are discussed: I) In terms of language units, how do the modes compare across language groups? 2) How do oral reading miscues compare? 3) How does reading comprehension and listening comprehension compare?

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