Impact of word-to-text integration processes on reading comprehension development in English as a second language

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Research in Reading Pub Date : 2023-11-29 DOI:10.1111/1467-9817.12441

Evelien Mulder, Marco van de Ven, Eliane Segers, Alexander Krepel, Elise H. de Bree, Peter F. de Jong, Ludo Verhoeven

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引用次数: 0

Abstract

Background

Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh-grade students.

Methods

At the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of the school year, students were tested on their English decoding, vocabulary, morphological and syntactic awareness and reading comprehension with paper-and-pencil tasks and on WTI with a self-paced reading task with reading times being compared on passages with unknown versus known words and passages with and without anomalies.

Results

Mediation analyses showed small indirect effects of processing argument overlap and anomalies on T2 reading comprehension, via T1 reading comprehension.

Conclusions

WTI explained unique variance in reading comprehension at T2 via reading comprehension at T1, suggesting that it moderately impacts initial stages of reading comprehension in English as a second language (ESL).

Abstract Image

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语篇整合过程对第二语言英语阅读理解发展的影响

单词-文本整合(WTI)对第二语言学习者来说是一个挑战，尽管它对阅读理解有积极的帮助。本研究在控制解码、词汇和形态句法意识后，对441名荷兰七年级学生的英语作为第二语言阅读理解发展进行了研究。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.