Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency
Datos Bibliográficos
| ID | 4502049 |
|---|---|
| Autores | Richard L Sparks (0000-0001-8856-9880, Mount St. Joseph University), Jon Patton (Miami University), Leonore Ganschow (Miami University), Nancy Humbach (Miami University) |
| Año | 2012 |
| Volumen | 62 |
| Número | 2 |
| Páginas | 473-505 |
| Fecha de publicación | 2012-06-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Language Learning (JOURNAL) |
| Identificadores de la revista | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1467-9922.2012.00694.x |
| OpenAlex | W2161847698 |
| Idioma | EN |
| Citas recibidas | 19 |
| Referencias citadas | 58 |
The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Participants were administered measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, listening comprehension, and cognitive ability in 1st through 5th grades; L2 aptitude in 9th grade; and L1 reading achievement, L1 print exposure, and L2 proficiency in 10th grade. The findings showed that L1 reading achievement in 10th grade made significant and unique contributions to L2 word decoding, L2 reading comprehension, L2 listening/speaking, and overall L2 proficiency after adjusting for the effects of L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Subsequent analyses showed that L1 print exposure variables made unique contributions to L2 reading comprehension, L2 decoding, L2 writing, L2 listening/speaking, and overall L2 proficiency even after adjusting for the effects of L1 literacy and verbal skills during elementary school, cognitive ability in L1, L2 aptitude, and 10th-grade reading achievement. The results suggest that stronger L1 reading skills are related to stronger L2 outcomes and that opportunity for and engagement in L1 literacy experiences may also be related to differences in L2 proficiency
Achievement test · Active listening · Aptitude · Cognition · Cognitive psychology · Developmental psychology · First language · Language proficiency · Linguistics · Literacy · Mathematics education · Pedagogy · Phonological awareness · Reading (process) · Reading comprehension · Spelling · Standardized test · Vocabulary · Child Development and Digital Technology · Communication · Educational Methods and Media Use · Psychology · Reading and Literacy Development
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Effects of year of post‐secondary study on reading skills for L1 and L2 speakers of English
An “Author Fluency Task”
Sustaining linguistic heritage
Mapping the predictive role of MLAT subtests for L2 achievement through regression commonality analysis
Extending the Simple View of Reading in Second and Foreign Language Learning
Identification and Characteristics of Strong, Average, and Weak Foreign Language Readers
Individual differences in L1 achievement impact L2 learning
The role of L1 literacy and reading habits on the L2 achievement of adult learners of English as a foreign language
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Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude
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Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale
Language development in the pre-school years
The Nature of vocabulary acquisition
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Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.
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Properties of Spoken and Written Language
Phonology, Working Memory, and Foreign-language Learning
Benefits of multisensory structured language instruction for at-risk foreign language learners
Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning
Vocabulary simplification for children
Differences in native-language skills, foreign-language aptitude, and foreign-language grades among high-, average-, and low-proficiency foreign-language learners
Learning difficulties and foreign language learning
Lexical and Syntactic Knowledge of Written Narrative Held by Well-Read-To Kindergartners and Second Graders
Matthew Effects in Reading
Learning Words from Context
Exposure to Print and Orthographic Processing
How Many Words Are There in Printed School English
Relationships between Oral Reading Rates for Letters, Words, and Simple Text in the Development of Reading Achievement
Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language
Early reading acquisition and its relation to reading experience and ability 10 years later
Nonword span as a unique predictor of second-language vocabulary language
Tracking the unique effects of print exposure in children
Phonological Memory, Phonological Awareness, and Foreign Language Word Learning
Long-Term Crosslinguistic Transfer of Skills From L1 to L2
Reading and Language Learning
| Obras citantes distintas | 19 |
|---|---|
| Citas por año | 1,36 |
| Intervalo de citas | 2012 - 2026 (15) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 19 |