Individual differences in second language reading outcomes

This study examined whether individual variance in letter-name knowledge and phonological processing assessed in English (L1) in kindergarten French immersion students predicts their French (L2) decoding and reading comprehension scores at the end of grade 1; whether L2 oral language factors also co...

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Bibliographic Details
Published in:The international journal of bilingualism : cross-disciplinary, cross-linguistic studies of language behavior cross-linguistic studies of language behavior, 2011-03, Vol.15 (1), p.3-25
Main Authors: Erdos, Caroline, Genesee, Fred, Savage, Robert, Haigh, Corinne A.
Format: Article
Language:English
Subjects:
Bilingualism
Canada
Case studies
Children & youth
Decoding
Elementary education
English as a second language
English language
Foreign language learning
French language
Grade 1
Grade 2
Immersion Programs
Individual differences
Individualized Instruction
Kindergarten
Language arts
Language Skills
Linguistics
Literacy
Phonetics
Phonological awareness
Phonological processing
Primary Education
Quebec
Reading Achievement
Reading comprehension
Reading Skills
Second language reading
Spoken language
Students
Writing
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Summary:This study examined whether individual variance in letter-name knowledge and phonological processing assessed in English (L1) in kindergarten French immersion students predicts their French (L2) decoding and reading comprehension scores at the end of grade 1; whether L2 oral language factors also contribute significantly to predictions of variability in L2 reading outcomes beyond knowledge of the alphabet and phonological processing; and whether the Simple View of Reading — SVR — (Gough & Tunmer, 1986) applies cross-linguistically as well as intra-linguistically. We administered a comprehensive battery of predictor tests that have been correlated with L1 decoding and comprehension skills in English to English-speaking students in early total French immersion at the beginning and end of kindergarten. Tests of word and pseudo-word decoding and reading comprehension in French were given at the end of grade 1. The best kindergarten predictors of L2 decoding were knowledge of the alphabetic principle in English, phonological awareness in English, and knowledge of French at kindergarten entry. The same variables were significant predictors of French reading comprehension, with the added contribution of scores related to oral language skills in L1. The results provide support for the SVR intra-linguistically, but not cross-linguistically.
ISSN:1367-0069
1756-6878
DOI:10.1177/1367006910371022