Decoding as a Cultural Practice and its Effects on the Reading Process of Bilingual Pupils

Rosowsky, Andrey

doi:10.1080/09500780108666799

Cited by 22 publications

(23 citation statements)

References 2 publications

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“…Beech & Keys, 1997;Burgoyne et al, 2009;Hutchinson, Whiteley, Smith, & Connors, 2003;Rosowsky, 2001). A similar trend has been found in a series of studies carried out in the Netherlands where native Dutch-speaking children have scored significantly higher on measures of Dutch reading comprehension than their Language Minority peers (e.g.…”

Section: The Importance Of Investigating Listening Comprehension In Lsupporting

confidence: 54%

A comparative study of listening comprehension measures in English as an additional language and native English-speaking primary school children

McKendry

Murphy

2011

Evaluation & Research in Education

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The aim of this study was to investigate the suitability of different measures of listening comprehension for Years 2, 3 and 4 children with English as an additional language (EAL). Non-standardised uses of reading comprehension measures are often employed as proxy measures of listening comprehension, i.e. for purposes for which they were not intended. The extent to which such uses can validly and reliably measure listening comprehension is disputed. In this study, one standardised and two unstandardised measures of listening comprehension were implemented: the listening comprehension subtest of the Wechsler Individual Achievement Test, Second UK Edition (WlAT-II); a listening comprehension version of the Neale Analysis of Reading Ability-Revised with original, open-ended questions (NARA-R [open-ended]); and a listening comprehension version of the NARA-R with modified, forced-choice questions (NARA-R [forced-choice]). It is argued that the NARA-R (forced-choice) is susceptible to guessing and is less reliable as a measure of listening comprehension. It is further argued that the appropriateness of both the WIAT-II and the NARA-R (openended) varies depending on participants' age and language group. Issues of reliability and validity, and the wider methodological relevance of this study's findings, are discussed throughout.

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Section: The Importance Of Investigating Listening Comprehension In Lsupporting

confidence: 54%

A comparative study of listening comprehension measures in English as an additional language and native English-speaking primary school children

McKendry

Murphy

2011

Evaluation & Research in Education

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“…There are two parallel forms of the tests, Form 1 and Form 2. Although the test is designed to assess the reading abilities of monolingual, English-speaking children it has been widely used to gain a measure of reading ability in children learning EAL (e.g., Burgoyne et al, 2009Burgoyne et al, , 2010Fawcett & Lynch, 2000;Frederickson & Frith, 1998;Hutchinson et al, 2003;Hutchinson, Whiteley, Smith & Connors, 2004;Rosowsky, 2001;Sen & Blatchford, 2001;Stuart, 2004). The NARA-R manual reports high parallel form reliability with interform correlations of .89 for reading accuracy and .82 for comprehension.…”

Section: Materials and Proceduresmentioning

confidence: 99%

The role of background knowledge in text comprehension for children learning English as an additional language

Burgoyne¹,

Whiteley

Hutchinson

2011

Journal Research in Reading

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Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear to be one factor underlying these difficulties, other factors such as a relative lack of appropriate background knowledge may also contribute. Sixteen children learning EAL and 16 of their monolingual peers, matched for word reading accuracy, were assessed using a standard measure of reading comprehension and an experimental measure of reading comprehension for which relevant background knowledge was taught before assessing understanding. Tests of receptive and expressive vocabulary were also completed. Results confirmed lower levels of reading comprehension for children learning EAL for both standard and 'background' controlled measures. Analysis of comprehension by question type on the experimental measure showed that while both groups made use of taught knowledge to answer inferential questions, children learning EAL had specific difficulties with both literal questions and questions requiring the interpretation of a simile. It is suggested that relevant background information should be used to facilitate children's text comprehension. Furthermore, several factors, especially vocabulary differences, but also text search strategies, context use and comprehension monitoring skills, may contribute to the comprehension difficulties experienced by children learning EAL.Children learning English as an additional language (EAL) have been shown to experience difficulties with reading and listening comprehension relative to their monolingual peers (e.g.,

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“…Very few studies (although there are some, see e.g. Gregory, 1996;Kenner, 2004;Rosowsky, 2001;Verhoeven, 1987Verhoeven, , 1994 have explored the process of learning to read or write simultaneously in more than one language.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes

Robertson

2006

Language and Education

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This paper explores what kinds of advantages and strengths the process of learning to read simultaneously in different languages and scripts might bring about. It is based on a socio-cultural view of learning and literacy and examines early literacy in three parallel literacy classes in Watford, England. It analyses the learning experiences of five bilingual children who are of second or third generation Pakistani background. At the start of the study the children are five years old and they attend the same school and class. They learn to read in English during their daily literacy hour lessons; their home language is Pahari 1 . They attend weekly Urdu lessons that take place in a community language school. They also learn to read in classical Arabic -in a language they do not speak or understand -in their daily Qur'anic classes and, typically, in the local mosque. The data shows that the children learn to switch between three literacy systems. They talk about their literacy learning in terms of 'how you got to do it' and 'do it properly', which varies from class to class. They use a different range of learning strategies in establishing how to read with meaning. Rather than finding these -or the different related languages and scripts -confusing, they have a powerful impact in enabling the children to see literacies as systems that change and that can be manipulated. This kind of analytical approach of understanding 'proper' reading is based on the children's varied experiences of parallel literacy classes.

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Decoding as a Cultural Practice and its Effects on the Reading Process of Bilingual Pupils

Cited by 22 publications

References 2 publications

A comparative study of listening comprehension measures in English as an additional language and native English-speaking primary school children

A comparative study of listening comprehension measures in English as an additional language and native English-speaking primary school children

The role of background knowledge in text comprehension for children learning English as an additional language

Learning to Read ‘Properly’ by Moving Between Parallel Literacy Classes

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