Why reading is a challenge for U.S. L2 learners
The impact of cognitive, ecological, and psychological factors in L2 comprehension
Bibliographic Data
| ID | 8938562 |
|---|---|
| Authors | Richard L Sparks (0000-0001-8856-9880, Department of Education Mount St. Joseph University Cincinnati Ohio, corresponding author) |
| Year | 2019 |
| Volume | 52 |
| Issue | 4 |
| Pages | 727-743 |
| Publication date | 2019-11-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12432 |
| OpenAlex | W2987873486 |
| Language | EN |
| Citations received | 3 |
| References cited | 77 |
Studies have shown that U.S. learners’ proficiency in reading and listening comprehension lags behind their ability to decode words. Recent studies have found that even after 3 years of high school L2 courses, U.S. students fail to develop minimal proficiency in reading comprehension. This paper suggests that while cognitive factors (word decoding and listening comprehension) explain the largest amount of variance in learners’ ability to comprehend text, this model, known as the Simple View of Reading, does not consider other factors that may contribute to reading achievement, especially in a largely monolingual English context. In contrast, the Component Model of Reading posits that reading ability is influenced not only by cognitive skills but also by factors in the ecological and psychological domains. In particular, the U.S. social context hampers primarily monolingual English speakers from becoming proficient in L2 oral language and L2 reading comprehension. Pedagogical recommendations are offered
Active listening · Cognition · Cognitive psychology · Comprehension · Context (archaeology · Context effect · Language proficiency · Linguistics · Mathematics education · Reading (process · Reading comprehension · Word (group theory · Communication · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning
Effectiveness of Pre-Reading Questions as Sources of Situational Interest in Second Language Reading
A 3-year longitudinal investigation of the overlap and stability of English and French word reading difficulties in French immersion children
Developing a reading proficiency scale for Chinese as a second language
Continuity and Change in the Home Literacy Environment as Predictors of Growth in Vocabulary and Reading
Learning Vocabulary in Another Language
Insights into Second Language Reading
The Effect of School Resources on Student Achievement
The simple view of reading
How Psychological Science Informs the Teaching of Reading
Decoding and Reading Comprehension
Testing the Home Literacy Model
The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children
Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children
Children's Reading Comprehension Ability
Development of young children's reading self-concepts
A not-so-simple view of reading
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.
Teacher qualifications, classroom practices, family characteristics, and preschool experience
Why the Simple View of Reading Is Not Simplistic
Language Deficits in Poor Comprehenders
The Simple View of Reading Redux
Gender, Context, and Reading
Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners
Decoding, Reading, and Reading Disability
Beyond IQ
Benefits of multisensory structured language instruction for at-risk foreign language learners
Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students
Factor structure of the revised Toeic ® test
Cognitive Correlates of Listening Comprehension
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children
Language proficiency and reading ability in first‐ and second‐language learners
The Role of Acculturation in Reading a Second Language
For US Students, L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too
The home literacy environment and Latino head start children's emergent literacy skills
Listening and Reading Proficiency Levels of College Students
Myths About Foreign Language Learning and Learning Disabilities
Language Deficits in Poor L2 Comprehenders
Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude
How Well Do U.S. High School Students Achieve in Spanish When Compared to Native Spanish Speakers
Benefits of foreign language learning and bilingualism
Exploring Sources of Reading Comprehension Difficulties Among Language Minority Learners and Their Classmates in Early Adolescence
Examining the Simple View of Reading Model for United States High School Spanish Students
L2 Reading Comprehension and Its Correlates
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |