Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study

被引:162
作者
Lesaux, Nonie K.
Rupp, Andre A.
Siegel, Linda S.
机构
[1] Harvard Univ, Grad Sch Educ, Cambridge, MA 02138 USA
[2] Humboldt Univ, Inst Educ Progress, D-1086 Berlin, Germany
[3] Univ British Columbia, Dept Educ & Counseling Psychol, Vancouver, BC V5Z 1M9, Canada
关键词
English-language learners; reading development; native English speakers; growth modeling;
D O I
10.1037/0022-0663.99.4.821
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
This article reports on the results of a longitudinal investigation of the reading development of a sample of 824 children (406 girls, 418 boys). The sample included 689 native English-speaking (L I) children and 135 English-language learners (ELLs) representing 33 different native languages. In kindergarten and 4th grade, children's word reading, spelling, phonological processing, syntactic awareness, and working memory skills were assessed with standardized and experimental measures. In addition, word reading was assessed from kindergarten through 4th grade, and reading comprehension in 4th grade. Comparisons of reading skills between the ELLs and the L1 speakers demonstrated that despite slightly lower performance of the ELLs on several kindergarten tasks, differences at 4th grade were negligible. Fourth-grade word reading was predicted by the same kindergarten tasks for both language groups, and prediction of reading comprehension differed by only I task. Finally, the trajectory of word reading was nonlinear for both groups, although predictors of this trajectory differed between groups. The findings suggest that early identification models established through research with L1 speakers are appropriate for identifying ELLs at risk for reading difficulties.
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页码:821 / 834
页数:14
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