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Monitoring of Reading Comprehension across the First, Second, and Third Language: Domain-General or Language-Specific?
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Silawi, Razan; Shalhoub-Awwad, Yasmin; Prior, Anat – Language Learning, 2020
This study examined the monitoring abilities of trilinguals in reading comprehension, addressing the following questions: Is comprehension monitoring related to reading comprehension across first, second, and third languages? Is comprehension monitoring shared across the languages of trilingual adults (domain-general) or rather linked to language…
Descriptors: Undergraduate Students, Multilingualism, Reading Comprehension, Language Proficiency
Lexically Independent Structural Priming in Second Language Online Sentence Comprehension
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Hang Wei; Julie E. Boland; Chi Zhang; Anlin Yang; Fang Yuan – Language Learning, 2024
This study examined structural priming during online second language (L2) comprehension. In two self-paced reading experiments, 64 intermediate to advanced Chinese learners of English as a foreign language read coordinated noun phrases where the conjuncts had either the same structure or different structures. Experiment 1 showed that the second…
Descriptors: Chinese, Native Language, English (Second Language), Second Language Learning
Rethinking First Language-Second Language Similarities and Differences in English Proficiency: Insights from the ENglish Reading Online (ENRO) Project
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Noam Siegelman; Irina Elgort; Marc Brysbaert; Niket Agrawal; Simona Amenta; Jasmina Arsenijevic Mijalkovic; Christine S. Chang; Daria Chernova; Fabienne Chetail; A. J. Benjamin Clarke; Alain Content; Davide Crepaldi; Nastag Davaabold; Shurentsetseg Delgersuren; Avital Deutsch; Veronika Dibrova; Denis Drieghe; Dušica Filipovic Ðurdevic; Brittany Finch; Ram Frost; Carolina A. Gattei; Esther Geva; Aline Godfroid; Lindsay Griener; Esteban Hernández-Rivera; Anastasia Ivanenko; Juhani Järvikivi; Lea Kawaletz; Anurag Khare; Jun Ren Lee; Charlotte E. Lee; Christina Manouilidou; Marco Marelli; Timur Mashanlo; Ksenija Mišic; Koji Miwa; Pauline Palma; Ingo Plag; Zoya Rezanova; Enkhzaya Riimed; Jay Rueckl; Sascha Schroeder; Irina A. Sekerina; Diego E. Shalom; Natalia Slioussar; Neža Marija Slosar; Vanessa Taler; Kim Thériault; Debra Titone; Odonchimeg Tumee; Ross van de Wetering; Ark Verma; Anna Fiona Weiss; Denise Hsien Wu; Victor Kuperman – Language Learning, 2024
This article presents the ENglish Reading Online (ENRO) project that offers data on English reading and listening comprehension from 7,338 university-level advanced learners and native speakers of English representing 19 countries. The database also includes estimates of reading rate and seven component skills of English, including vocabulary,…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Native Language
The Long-Term Proficiency of Early, Middle, and Late Starters Learning English as a Foreign Language at School: A Narrative Review and Empirical Study
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Baumert, Jürgen; Fleckenstein, Johanna; Leucht, Michael; Köller, Olaf; Möller, Jens – Language Learning, 2020
Throughout Europe, there is a growing trend for students to start learning foreign languages at elementary school. Although policymakers expect early-start programs to boost second language skills, empirical findings are mixed; recent studies have raised many questions. In this large-scale study, we aimed to close some of these gaps. We examined…
Descriptors: Language Proficiency, Receptive Language, English (Second Language), Second Language Learning
Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades: The Design and Validation of the Core Academic Language Skills Construct and Instrument
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Barr, Christopher D.; Uccelli, Paola; Phillips Galloway, Emily – Language Learning, 2019
This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual…
Descriptors: Academic Language, Interdisciplinary Approach, Reading Comprehension, Elementary School Students
From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School
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Jaekel, Nils; Schurig, Michael; Florian, Merle; Ritter, Markus – Language Learning, 2017
Foreign language education has now been implemented at the elementary school level across Europe, and early foreign language education has gained traction following language policies set by the European Commission. The long-term effects of an early start, however, have not received ample scientific scrutiny. The present study assessed early…
Descriptors: Second Language Instruction, Grade 5, Grade 7, Foreign Countries
Reading in Multiple Orthographies: Differences and Similarities in Reading in Spanish and English for English Learners
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Goodwin, Amanda P.; August, Diane; Calderon, Margarita – Language Learning, 2015
The current study unites multiple theories (i.e., the orthographic depth hypothesis and linguistic grain size theory, the simple view of reading, and the common underlying proficiency model) to explore differences in how 113 fourth-grade Spanish-speaking English learners (ELs) approached reading in their native language of Spanish, which is…
Descriptors: English (Second Language), Second Language Learning, Reading Comprehension, Reading Processes
L2 Reading Comprehension and Its Correlates: A Meta-Analysis
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Jeon, Eun Hee; Yamashita, Junko – Language Learning, 2014
The present meta-analysis examined the overall average correlation (weighted for sample size and corrected for measurement error) between passage-level second language (L2) reading comprehension and 10 key reading component variables investigated in the research domain. Four high-evidence correlates (with 18 or more accumulated effect sizes: L2…
Descriptors: Reading Comprehension, Second Language Learning, Second Language Instruction, Meta Analysis
Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?
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Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy – Language Learning, 2012
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and…
Descriptors: Reading Comprehension, Listening Comprehension, Speech Communication, Spelling
How Do English L1 Learners of Advanced Japanese Infer Unknown "Kanji" Words in Authentic Texts
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Kondo-Brown, Kimi – Language Learning, 2006
This study investigates advanced Japanese language learners' abilities to infer unknown "kanji" (Chinese character )words while reading authentic Japanese texts. Data obtained from 42 English L1 students indicate that, first, although they can guess the meanings of unknown "kanji" words in context, they frequently make erroneous guesses or fail to…
Descriptors: Japanese, Second Language Learning, English, Native Speakers
The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension.
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Yano, Yasukata; And Others – Language Learning, 1994
Japanese college students (n=483) learning English as a Foreign Language (EFL) read passages in English in one of three forms: (1) native baseline; (2) simplified; or (3) elaborated. The study found that comprehension was highest among learners reading the simplified version but was not significantly different from those reading the elaborated…
Descriptors: College Students, Difficulty Level, English (Second Language), Foreign Countries
Language Proficiency, Text Content and Order Effects in Narrative Recall.
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Walters, Joel; Wolf, Yuval – Language Learning, 1986
Presents some of the general goals in story grammar research and examines its major issues. Then describes a study in which the effects of text content and order on narrative recall were investigated in intermediate and advanced readers of English as a foreign language. (SED)
Descriptors: English (Second Language), Language Processing, Language Proficiency, Language Research
Using a Facet Design to Assess the Effects of the Form, the Source, and the Frequency of Information Necessary to Answer ESL Reading Comprehension Questions.
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Perkins, Kyle; Brutten, Sheila R. – Language Learning, 1988
Analysis of the keyed responses of items in three English-as-a-Second-Language reading comprehension tests focused on the form and source of information and on the frequency with which the information appeared in the text. Analysis of the results found that these facets were differentially related to the item score at different proficiency levels.…
Descriptors: Context Clues, English (Second Language), Higher Education, Language Proficiency
Textual Sequence and Second-Language Comprehension.
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Jonz, Jon – Language Learning, 1989
Reports on research into the interactive roles played in the verbal comprehension processes by the sequence of textual elements, text-specific prior knowledge, and levels of language proficiency. Four cloze tests were administered to undergraduate and graduate native speakers of English and to undergraduate non-native speakers of English at three…
Descriptors: Cloze Procedure, Cognitive Processes, English (Second Language), Higher Education
Summary Protocols of "Underprepared" and "Adept" University Students: Replications and Distortions of the Original.
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Johns, Ann M. – Language Learning, 1985
This study examined the summarizing skills of university students and developed from their protocols a scale for coding replications and distortions of the original. Findings indicate that underprepared students omit more main ideas and include more sentence-level reproductions than mainstreamed students. Data indicated no other significant…
Descriptors: Academic Ability, Cognitive Ability, College Students, Comparative Analysis
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