A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers
Bibliographic Data
| ID | 19509315 |
|---|---|
| Authors | Pauline B Low, Linda S Siegel (0000-0001-7500-5189) |
| Year | 2005 |
| Volume | 8 |
| Issue | 2 |
| Pages | 131-155 |
| Publication date | 2005-12-31 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Written Language & Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1387-6732 • E-ISSN: 1570-6001 |
| Publisher | John Benjamins Publishing Company (PUBLISHER • NL) |
| DOI | 10.1075/wll.8.2.09low |
| OpenAlex | W1989438971 |
| Language | EN |
| Citations received | 9 |
The present study examined the relative role played by three cognitive processes — phonological processing, verbal working memory, syntactic awareness — in understanding the reading comprehension performance among 884 native English (L1) speakers and 284 English-as-a-Second-Language (ESL) speakers in sixth-grade (mean age: 11.43 years). The performance of both groups of speakers were comparable on measures of word reading, word reading fluency, phonological awareness, phonological decoding fluency and verbal working memory. However, the ESL speakers lagged behind L1 speakers in terms of syntactic awareness. This study also emphasizes the importance of the three cognitive processes in establishing a common model of reading comprehension across English L1 and ESL reading
Cognition · Cognitive psychology · Comprehension · Fluency · Linguistics · Phonological awareness · Reading comprehension · Verbal fluency test · Working memory · Psychology · Reading and Literacy Development
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| Citations per year | 0.64 |
|---|---|
| Citation span | 2012 - 2025 (14) |
| Highly cited | No |