Evelien Mulder, Marco van de Ven, Eliane Segers, Alexander Krepel, Elise H. de Bree, Peter F. de Jong, Ludo Verhoeven
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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.</p>\n </section>\n \n <section>\n \n <h3> Methods</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>Mediation analyses showed small indirect effects of processing argument overlap and anomalies on T2 reading comprehension, via T1 reading comprehension.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>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).</p>\n </section>\n </div>","PeriodicalId":47611,"journal":{"name":"Journal of Research in Reading","volume":"47 1","pages":"83-102"},"PeriodicalIF":2.0000,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9817.12441","citationCount":"0","resultStr":"{\"title\":\"Impact of word-to-text integration processes on reading comprehension development in English as a second language\",\"authors\":\"Evelien Mulder, Marco van de Ven, Eliane Segers, Alexander Krepel, Elise H. de Bree, Peter F. de Jong, Ludo Verhoeven\",\"doi\":\"10.1111/1467-9817.12441\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. 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Impact of word-to-text integration processes on reading comprehension development in English as a second language
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).
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.
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