Differential growth patterns in emerging reading skills of Turkish-German bilingual and German monolingual primary school students

Limbird, Christina K.; Maluch, Jessica Tsimprea; Rjosk, Camilla; Stanat, Petra; Merkens, Hans

doi:10.1007/s11145-013-9477-9

Cited by 34 publications

(54 citation statements)

References 52 publications

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“…Babayigit, 2014; Lervåg & Aukrust, 2010; Limbird et al, 2014). In our model, Language at t1 predicted Reading Comprehension at t2 in both ML and EAL learners, and there was no difference in the strength of association between the latent and observed variables across groups.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2016

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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.

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Section: Discussionmentioning

confidence: 99%

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

et al. 2016

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“…Longitudinal studies of reading comprehension typically concentrate on the early stages of learning to read, typically up to third grade (Aarnoutse, van Leeuwe, & Verhoeven, 2005;Kendeou, Van den Broek, White, & Lynch, 2009;N€ aslund, 1990;NICHD Early Child Care Research Network, 2005;Roth, Speece, Cooper, & De la Paz, 1996); studies that follow children over longer periods of time (i.e., to fourth grade or later) are scarce (Geva & Farnia, 2012;Limbird, Maluch, Rjosk, Stanat, & Merkens, 2014;Storch & Whitehurst, 2002;Verhoeven & van Leeuwe, 2012). The main finding from these studies is that reading comprehension can be largely predicted from listening comprehension and word decoding.…”

Section: The Simple View Of Readingmentioning

confidence: 99%

Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex

2017

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Listening comprehension and word decoding are the two major determinants of the development of reading comprehension. The relative importance of different language skills for the development of listening and reading comprehension remains unclear. In this 5-year longitudinal study, starting at age 7.5 years (n = 198), it was found that the shared variance between vocabulary, grammar, verbal working memory, and inference skills was a powerful longitudinal predictor of variations in both listening and reading comprehension. In line with the simple view of reading, listening comprehension, and word decoding, together with their interaction and curvilinear effects, explains almost all (96%) variation in early reading comprehension skills. Additionally, listening comprehension was a predictor of both the early and later growth of reading comprehension skills.The ability to read text with understanding is one of the core aims of primary school education, and adequate reading comprehension skills are essential for educational success and adult well-being. It is well established that the development of reading comprehension depends critically on word decoding and listening comprehension (the simple view of reading; Hoover & Gough, 1990;Gough & Tunmer, 1986). However, many questions remain about the relative importance of different oral language skills (e.g., vocabulary, grammatical, and inferential skills) as influences on the development of listening and reading comprehension. There is also a lack of consensus about the exact form of the relationships between word reading and listening comprehension as determinants of reading comprehension. Here we answer these critical questions using data from a large-scale longitudinal study. The Simple View of ReadingThere are several different models that have been used as frameworks for understanding how reading comprehension develops (Cromley & Azevedo, 2007;Kintsch, 1988;McNamara & Kintsch, 1996;Perfetti & Stafura, 2014). However, for elementary school children, by far the most commonly cited theoretical framework is the simple view of reading (Gough & Tunmer, 1986). In this view, understanding written text is the product of decoding and listening comprehension. Decoding refers to the ability to convert print into sound and to read fluently (see NICHD Early Child Care Research Network, 2005). The simple view implies that when decoding skills are poor, they will place important constraints on reading comprehension. In contrast, when decoding skills are stronger, listening comprehension becomes a more important influence on reading comprehension. In the last 30 years, the simple view of reading has been used in a number of studies across different languages, particularly in studies of children in early elementary school but also in some studies of later elementary school children (see Garc ıa & Cain, 2014 for a meta-analysis).The basic tenets of the simple view of reading are supported by a large body of evidence. According to a recent meta-analysis (Garc ıa & Cain, 2014), there ...

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“…Other international investigations indicate that compared to other OECD countries, minority language children in Germany are particularly disadvantaged in their literacy achievement (OECD 2010). The achievement gap between mainstream and minority language students in Germany is especially pronounced for students with a Turkish language background, even after controlling for social and educational background characteristics (Limbird et al 2014). Different classification systems of multiculturalism policies have been proposed.…”

Section: Country-level Factors In Immigrant School Achievementmentioning

confidence: 99%

PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students

2017

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Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers.

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Differential growth patterns in emerging reading skills of Turkish-German bilingual and German monolingual primary school students

Cited by 34 publications

References 52 publications

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

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

Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex

PISA mathematics and reading performance differences of mainstream European and Turkish immigrant students

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