Role of gender and linguistic diversity in word decoding development

Leeuwe, Jan van

doi:10.1016/j.lindif.2011.02.004

Cited by 14 publications

(7 citation statements)

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“…It has indeed been found that in a more transparent orthography like Dutch the individual variation in word decoding skills among both first language and second learners tend to level off over the years (cf. Verhoeven & van Leeuwe, 2009 , 2011 ).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The simple view of second language reading throughout the primary grades

2011

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In the Simple View of Reading proposed by Hoover and Gough (1990), reading comprehension is conceived as the product of word decoding and listening comprehension. It is claimed that listening comprehension or the linguistic processes involved in the comprehension of oral language strongly constrain the process of reading comprehension. In several studies, evidence for this theoretical framework has been provided for first language learners. In the present study, an attempt was made to find empirical evidence for the same view underlying second language reading. Therefore, the word decoding and listening comprehension skills of samples of 1,293 first language (L1) learners and 394 second language (L2) learners of Dutch were related to their reading comprehension abilities throughout the primary grades. It was found that the levels of word decoding were more or less equal in the two groups of learners, whereas the L2 learners stayed behind their first L1 peers in both listening, and reading comprehension. The relationships between word decoding, listening comprehension and reading comprehension turned out to be highly comparable. A longitudinal analysis of data showed the Simple View of Reading to be equally valid for L1 and L2 learners. With progression of grade, the impact of word decoding on reading comprehension decreased, whereas the impact of listening comprehension showed an increase to the same extent in the two groups of learners. However, the reciprocity of the relationship between listening comprehension and reading comprehension tended to be less prominent in the group of L2 learners.

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Section: Conclusion and Discussionmentioning

confidence: 99%

The simple view of second language reading throughout the primary grades

2011

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“…This model has also been validated in a variety of other alphabetic orthographies (e.g., de Jong & van der Leij, 2002;Florit & Cain, 2011;Kendeu, Papadopoulos, & Kotzapoulou, 2013;Muller & Brady, 2001). However, it has been suggested that, in orthographies with relatively consistent letter-sound mappings, decoding is a less powerful predictor of reading comprehension than in English (e.g., see reviews in Florit & Cain, 2011;García & Cain, 2014;Salceda et al, 2014) because decoding is acquired more quickly in these orthographies (e.g., Caravolas, 2018;Caravolas, Lervåg, Defior, Seidlová Málková, & Hulme, 2013;Leppänen, Niemi, Aunola, & Nurmi, 2004;Parrila, Aunola, Leskinen, Nurmi, & Kirby, 2005;Verhoeven & van Leeuwe, 2011;Wimmer & Goswami, 1994). As a consequence, oral language skills may be a stronger predictor of reading comprehension in consistent orthographies than in English.…”

Section: Take Down Policymentioning

confidence: 99%

A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability

Caravolas

Lervåg

Mikulajová

et al. 2019

Scientific Studies of Reading

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The present study investigated the moderating role of orthographic consistency on the development of reading comprehension in four language groups (English, n=179; Spanish, n=188; Czech, n= 135; Slovak, n=194) from kindergarten to grade 2. In all languages, early variations in phoneme awareness/letter knowledge, RAN, and emerging decoding skills, but not oral language, predicted variations in decoding skills at the end of grade 1; these in turn predicted reading comprehension in grade 2. For the three consistent orthographies (Spanish, Slovak and Czech), kindergarten language skills were another significant predictor of grade 2 reading comprehension. This effect was absent in the English sample where variations in decoding skills were a more powerful predictor. These results provide the first longitudinal evidence for effects of orthographic consistency on the development of reading comprehension and provide support for the simple view of reading.

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“…patterns of growth that are nonlinear in English (Compton, 2003;Skibbe, Grimm, Bowles, & Morrison, 2012;Torgesen et al, 1999), Finnish (e.g., Leppänen, Niemi, Aunola, & Nurmi, 2004;Parrila, Aunola, Leskinen, Nurmi, & Kirby, 2005), and Dutch (Verhoeven & van Leeuwe, 2011). The study by Skibbe et al (2012) of English-speaking U.S. children from preschool to Grade 2 found that growth in single-word reading skills accelerated at the start of schooling and decelerated in second grade.…”

Section: Research Articlementioning

confidence: 99%

Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies

et al. 2013

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All alphabetic orthographies use letters in printed words to represent the phonemes in spoken words, but they differ in the consistency of the relationship between letters and phonemes. English appears to be the least consistent alphabetic orthography phonologically, and, consequently, children learn to read more slowly in English than in languages with more consistent orthographies. In this article, we report the first longitudinal evidence that the growth of reading skills is slower and follows a different trajectory in English than in two much more consistent orthographies (Spanish and Czech). Nevertheless, phoneme awareness, letter-sound knowledge, and rapid automatized naming measured at the onset of literacy instruction did not differ in importance as predictors of variations in reading development among the three languages. These findings suggest that although children may learn to read more rapidly in more consistent than in less consistent orthographies, there may nevertheless be universal cognitive prerequisites for learning to read in all alphabetic orthographies.

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Role of gender and linguistic diversity in word decoding development

Cited by 14 publications

References 25 publications

The simple view of second language reading throughout the primary grades

The simple view of second language reading throughout the primary grades

A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability

Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies

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