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Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults

The current study investigated the predictive ability of language knowledge and reported strategy use on reading comprehension performance in English-speaking monolingual and bilingual students. One hundred fifty-five children in grade 4 through 6 (93 bilinguals and 62 monolinguals) were assessed on...

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Autores principales: Friesen, Deanna C., Schmidt, Katherine, Atwal, Taninder, Celebre, Angela
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9730700/
https://www.ncbi.nlm.nih.gov/pubmed/36507020
http://dx.doi.org/10.3389/fpsyg.2022.986937
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author Friesen, Deanna C.
Schmidt, Katherine
Atwal, Taninder
Celebre, Angela
author_facet Friesen, Deanna C.
Schmidt, Katherine
Atwal, Taninder
Celebre, Angela
author_sort Friesen, Deanna C.
collection PubMed
description The current study investigated the predictive ability of language knowledge and reported strategy use on reading comprehension performance in English-speaking monolingual and bilingual students. One hundred fifty-five children in grade 4 through 6 (93 bilinguals and 62 monolinguals) were assessed on receptive vocabulary, word reading fluency, reading comprehension, and reading strategy use in English. An additional 38 adult bilinguals (i.e., English Language Learners) were assessed on the same measures. Although, the bilingual adult group and bilingual children had significantly lower English vocabulary knowledge relative to the monolingual children, the bilingual adults exhibited reading comprehension performance that was on par with the monolingual children; both groups outperformed the bilingual children. This discrepancy was accounted for by reported strategy use, wherein bilingual adults reported more inferencing, more connecting between sections of text and more reference to the text structure than the children. Reported strategy use also accounted for unique variance in reading comprehension performance above and beyond the contributions of English vocabulary knowledge and word reading fluency. Findings highlight the strategies that successful readers report and emphasize the value of promoting effective strategy selection in addition to language instruction in the development of reading comprehension skill.
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spelling pubmed-97307002022-12-09 Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults Friesen, Deanna C. Schmidt, Katherine Atwal, Taninder Celebre, Angela Front Psychol Psychology The current study investigated the predictive ability of language knowledge and reported strategy use on reading comprehension performance in English-speaking monolingual and bilingual students. One hundred fifty-five children in grade 4 through 6 (93 bilinguals and 62 monolinguals) were assessed on receptive vocabulary, word reading fluency, reading comprehension, and reading strategy use in English. An additional 38 adult bilinguals (i.e., English Language Learners) were assessed on the same measures. Although, the bilingual adult group and bilingual children had significantly lower English vocabulary knowledge relative to the monolingual children, the bilingual adults exhibited reading comprehension performance that was on par with the monolingual children; both groups outperformed the bilingual children. This discrepancy was accounted for by reported strategy use, wherein bilingual adults reported more inferencing, more connecting between sections of text and more reference to the text structure than the children. Reported strategy use also accounted for unique variance in reading comprehension performance above and beyond the contributions of English vocabulary knowledge and word reading fluency. Findings highlight the strategies that successful readers report and emphasize the value of promoting effective strategy selection in addition to language instruction in the development of reading comprehension skill. Frontiers Media S.A. 2022-11-24 /pmc/articles/PMC9730700/ /pubmed/36507020 http://dx.doi.org/10.3389/fpsyg.2022.986937 Text en Copyright © 2022 Friesen, Schmidt, Atwal and Celebre. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Friesen, Deanna C.
Schmidt, Katherine
Atwal, Taninder
Celebre, Angela
Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults
title Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults
title_full Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults
title_fullStr Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults
title_full_unstemmed Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults
title_short Reading comprehension and strategy use: Comparing bilingual children to their monolingual peers and to bilingual adults
title_sort reading comprehension and strategy use: comparing bilingual children to their monolingual peers and to bilingual adults
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9730700/
https://www.ncbi.nlm.nih.gov/pubmed/36507020
http://dx.doi.org/10.3389/fpsyg.2022.986937
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