Examining cognitive, motivational and environmental factors that relate to reading performance for children with English as a first or additional language.
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| Title: | Examining cognitive, motivational and environmental factors that relate to reading performance for children with English as a first or additional language. |
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| Authors: | Hoxha, Dejla1, Sumner, Emma1 e.sumner@ucl.ac.uk |
| Source: | Language Learning Journal. Dec2022, Vol. 50 Issue 6, p698-711. 14p. |
| Subject Terms: | *English language education, *Phonological awareness, *Academic motivation |
| Abstract: | Conflicting findings exist in the literature regarding the reading skills of children learning English as an additional language (EAL). Moreover, little research has considered how related literacy skills, motivation, and environmental factors may differ between EAL children and monolinguals, and how these factors may contribute to reading outcomes. The present study compared 36 children with EAL and 31 monolingual children (mean age 9 years) on measures of reading, literacy-related abilities (phonology, vocabulary), motivation and environmental factors. No group differences were found in word reading and fluency, phonological awareness, expressive vocabulary, reading motivation, time spent reading with a parent and independently, and parental attitudes to reading. However, maternal education was lower in the EAL group and these children had more children's books at home than their monolingual peers. The findings confirm the importance of phonological awareness and expressive vocabulary for reading performance in both groups, as well as suggesting that maternal education may indirectly relate to EAL children's reading abilities through their attitudes towards reading. In contrast, maternal education related to the books in the home for monolingual children. Implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 159812506 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining cognitive, motivational and environmental factors that relate to reading performance for children with English as a first or additional language. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hoxha%2C+Dejla%22">Hoxha, Dejla</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Sumner%2C+Emma%22">Sumner, Emma</searchLink><relatesTo>1</relatesTo><i> e.sumner@ucl.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+Learning+Journal%22">Language Learning Journal</searchLink>. Dec2022, Vol. 50 Issue 6, p698-711. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Conflicting findings exist in the literature regarding the reading skills of children learning English as an additional language (EAL). Moreover, little research has considered how related literacy skills, motivation, and environmental factors may differ between EAL children and monolinguals, and how these factors may contribute to reading outcomes. The present study compared 36 children with EAL and 31 monolingual children (mean age 9 years) on measures of reading, literacy-related abilities (phonology, vocabulary), motivation and environmental factors. No group differences were found in word reading and fluency, phonological awareness, expressive vocabulary, reading motivation, time spent reading with a parent and independently, and parental attitudes to reading. However, maternal education was lower in the EAL group and these children had more children's books at home than their monolingual peers. The findings confirm the importance of phonological awareness and expressive vocabulary for reading performance in both groups, as well as suggesting that maternal education may indirectly relate to EAL children's reading abilities through their attitudes towards reading. In contrast, maternal education related to the books in the home for monolingual children. Implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159812506 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09571736.2021.1879905 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 698 Subjects: – SubjectFull: English language education Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Academic motivation Type: general Titles: – TitleFull: Examining cognitive, motivational and environmental factors that relate to reading performance for children with English as a first or additional language. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hoxha, Dejla – PersonEntity: Name: NameFull: Sumner, Emma IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 09571736 Numbering: – Type: volume Value: 50 – Type: issue Value: 6 Titles: – TitleFull: Language Learning Journal Type: main |
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