Testing young foreign language learners’ reading comprehension
Exploring the effects of working memory, grade level, and reading task
Bibliographic Data
| ID | 19380459 |
|---|---|
| Authors | Tineke Brunfaut (0000-0001-8018-8004, Lancaster University, corresponding author), Judit Kormos (0000-0003-4700-1580, University of Vienna, Austria & Lancaster University, UK), Marije Michel (0000-0003-1426-4771, University of Groningen), Michael Ratajczak (0000-0003-0562-5328, Lancaster University) |
| Year | 2021 |
| Volume | 38 |
| Issue | 3 |
| Pages | 356-377 |
| Publication date | 2021-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Testing (JOURNAL) |
| Journal identifiers | ISSN: 0265-5322 • E-ISSN: 1477-0946 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0265532221991480 |
| OpenAlex | W3135687802 |
| Language | EN |
| Citations received | 3 |
| References cited | 43 |
Extensive research has demonstrated the impact of working memory (WM) on first language (L1) reading comprehension across age groups (Peng et al., 2018), and on foreign language (FL) reading comprehension of adults and older adolescents (Linck et al., 2014). Comparatively little is known about the effect of WM on young FL readers’ comprehension, and even less within testing contexts. Young FL readers are still developing their L1 reading skills and general cognitive skills (e.g., attentional regulation abilities). Completing FL reading tests might be particularly taxing on their WM, and differences in WM capacity – as well as other learner and task characteristics – might create construct-irrelevant variance in test performance. In this study, we investigate the effects of WM, grade level, and reading task on young learners’ FL reading test performances. Ninety-four young English language learners (Grades 6–7) in Hungary completed the TOEFL ® JuniorTM Comprehensive’s reading test and a WM test battery. Our mixed-effects model predicted significantly higher comprehension accuracy among learners with higher WM capacity, and among learners in Grade 7 compared to learners in Grade 6. Reading task differences were not associated with significant comprehension accuracy differences. We discuss the implications of our findings for testing young learners’ FL reading comprehension
Cognition · Cognitive psychology · Comprehension · Construct validity · Developmental psychology · Language assessment · Language proficiency · Linguistics · Mathematics education · Psychometrics · Reading comprehension · Test of English as a Foreign Language · Working memory · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Analyzing Linguistic Data
Assessing Reading
A Cognitive View of Reading Comprehension
Working Memory
The Generality of Working Memory Capacity
Working memory and second language comprehension and production
The Precursors of Reading Ability in Young Readers
The Simple View of Reading Redux
Working memory span tasks
Reading Ability
The coefficient of determination R 2 and intra-class correlation coefficient from generalized linear mixed-effects models revisited and expanded
Phonological short-term memory, working memory and foreign language performance in intensive language learning
The role of knowledge in discourse comprehension
Fitting Linear Mixed-Effects Models Using lme4
Categorical data analysis
Linguistic Interdependence and the Educational Development of Bilingual Children
Dual-Process Theories of Higher Cognition
Strategies of discourse comprehension
Interpreting Relationships between L1 and L2 Reading
A meta-analysis of test format effects on reading and listening test performance
Patterns of variation in the interplay of language ability and general reading comprehension ability in L2 reading
Effects of task complexity and working memory capacity on L2 reading comprehension
A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing
The Structure of Working Memory From 4 to 15 Years of Age
A meta-analysis on the relation between reading and working memory
L2 Reading Comprehension and Its Correlates
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |