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Direct linkHelén Egerhag; Heidi Selenius; Linda Fälth; Idor Svensson – Reading in a Foreign Language, 2023
Many second language (L2) students in Sweden struggle with reading in Swedish. There needs to be more research on how L2 students with weak word decoding skills in Swedish could be individually supported. Therefore, the current study examined the impact of a systematic and intensive word decoding intervention in Swedish among individual L2…
Descriptors: Decoding (Reading), Intervention, Second Language Learning, Foreign Countries
Qiuzhi Xie; Susanna Siu-Sze Yeung – Reading and Writing: An Interdisciplinary Journal, 2024
This study aims to explore the specific contributions of derivational, inflectional, and compounding morphological awareness to reading comprehension through decoding and syntactic awareness. A total of 181 Grade 3 and 4 Chinese primary school children learning English as a second language in Hong Kong participated in this study. The results of…
Descriptors: Morphology (Languages), Reading Comprehension, Decoding (Reading), Syntax
Gina L. Harrison; Lila Boulet – Canadian Journal of School Psychology, 2024
This study examined whether the assessment of executive function (EF) added a unique contribution to second language (L2) reading comprehension in children in French immersion. Participants were 8- to 9-year old children who completed a collection of measures assessing French reading (i.e., word reading, decoding, and reading comprehension ) and…
Descriptors: Executive Function, Second Language Learning, French, Immersion Programs
Qiuzhi Xie; Yuyang Cai; Susanna Siu-sze Yeung – Reading and Writing: An Interdisciplinary Journal, 2024
This study aims to advance our understanding of the role of word knowledge in second language (L2) reading comprehension by exploring whether morphological awareness and vocabulary assessed one year ago contribute to decoding and listening comprehension which in turn contribute to reading comprehension in Chinese children learning English as an…
Descriptors: Reading Comprehension, Vocabulary Skills, English (Second Language), Second Language Learning
Li, Yixun; Wang, Min; Espinas, Daniel – Reading and Writing: An Interdisciplinary Journal, 2022
Children can teach themselves new words via the process of independent text reading--previous studies on self-teaching heavily focused on learning to read in a first language (L1). Limited work to date has been devoted to second language learning (L2). The present study aimed to fill this gap by investigating self-teaching among English Language…
Descriptors: English Language Learners, Grade 3, Elementary School Students, Word Recognition
Huang, Becky H.; Bedore, Lisa M.; Ramírez, Rica; Wicha, Nicole – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The study examined the contributions of Spanish and English oral narrative skills to English reading among 95 early elementary dual language learners (DLLs) from Spanish-speaking homes in the United States. This sample of first- and third-grade DLL children attended Spanish-English dual language immersion programs and received language…
Descriptors: Oral Language, Computational Linguistics, English (Second Language), Second Language Learning
Prior, Anat; Zeltsman-Kulick, Rita; Katzir, Tami – Journal of Research in Reading, 2020
The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho-syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th…
Descriptors: Word Recognition, Reading Processes, Elementary School Students, Language Proficiency
Berens, Melody S.; Kovelman, Ioulia; Petitto, Laura-Ann – Bilingual Research Journal, 2013
Is it best to learn reading in two languages simultaneously or sequentially? We observed second- and third-grade children in two-way "dual-language learning contexts": (a) 50:50 or Simultaneous dual-language (two languages within same developmental period) and (b) 90:10 or Sequential dual-language (one language, followed gradually by the other).…
Descriptors: English (Second Language), Phonological Awareness, Bilingualism, Monolingualism
Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R. – Reading and Writing: An Interdisciplinary Journal, 2012
The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the…
Descriptors: Reading Comprehension, Immersion Programs, Oral Language, Reading Achievement
