A longitudinal analysis of English language learners' word decoding and reading comprehension

被引：120
作者：
Nakamoto, Jonathan [1 ]
Lindsey, Kim A. [1 ]
Manis, Franklin R. [1 ]
机构：
[1] Univ So Calif, Dept Psychol, Los Angeles, CA 90089 USA
来源：
READING AND WRITING | 2007年 / 20卷 / 07期
关键词：
reading comprehension; word decoding; reading development; longitudinal studies;
D O I：
10.1007/s11145-006-9045-7
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This longitudinal investigation examined word decoding and reading comprehension measures from first grade through sixth grade for a sample of Spanish-speaking English language learners (ELLs). The sample included 261 children (average age of 7.2 years; 120 boys; 141 girls) at the initial data collection in first grade. The ELLs' word decoding and reading comprehension scores showed quadratic growth over the course of the study. The sample's reading comprehension, but not their word decoding, began to fall behind the normative sample starting in the third grade. Phonological awareness, rapid automatic naming (RAN), and oral language measures were used as predictors and correlated with growth rates in a manner consistent with past research.
引用
收藏
页码：691 / 719
页数：29
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