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Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses

Bowyer-Crane, C; Fricke, S; Schaefer, B; Lervag, A; Hulme, C; (2017) Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses. Reading and Writing , 30 (4) pp. 771-790. 10.1007/s11145-016-9699-8. Green open access

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Abstract

Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree.

Type: Article
Title: Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s11145-016-9699-8
Publisher version: http://doi.org/10.1007/s11145-016-9699-8
Language: English
Additional information: © The Author(s) 2016. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Keywords: Social Sciences, Education & Educational Research, Psychology, Educational, Psychology, EAL, Reading comprehension, Word reading, Oral language, DIVERSE LINGUISTIC BACKGROUNDS, EARLY READING DEVELOPMENT, PHONOLOGICAL AWARENESS, ORAL LANGUAGE, 2ND-LANGUAGE LEARNERS, BILINGUAL-CHILDREN, TEXT COMPREHENSION, SPEAK ENGLISH, YOUNG READERS, KNOWLEDGE
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
URI: http://discovery.ucl.ac.uk/id/eprint/1554573
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