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Unveiling the Learning Crisis: Understanding the Reading Comprehension Challenges in Multilingual Contexts

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Title: Unveiling the Learning Crisis: Understanding the Reading Comprehension Challenges in Multilingual Contexts
Language: English
Authors: Fernanda Soares, Cheng Liu, T. J. D'Agostino, Pooja Nakamura, Caroline Freeman
Source: Comparative Education Review. 2025 69(3):421-450.
Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Reading Comprehension, Multilingualism, Reading Skills, Language of Instruction, Language Proficiency, Oral Language, Foreign Countries, Reading Difficulties, Decoding (Reading), Severity (of Disability), Language Skills
Geographic Terms: Philippines, Rwanda, Kenya
DOI: 10.1086/736421
ISSN: 0010-4086
1545-701X
Abstract: This study explores the underlying component reading skills that explain reading comprehension challenges faced by learners in multilingual settings who are instructed in a language in which they may or may not have oral language proficiency. Using data collected in the Philippines, Rwanda, and Kenya, we apply a two-step latent class analysis to first identify students with reading comprehension difficulties and then characterize their distinct skill profiles. In the Philippines, the profiles were primarily characterized by the specificity of skill deficits, such as challenges in decoding, oral language, or both. In contrast, in Rwanda and Kenya, the profiles were predominantly defined by the severity of the deficits, reflecting global difficulties across both decoding and oral language skills. These results underscore the importance of addressing both decoding and oral language skills to improve reading comprehension outcomes, particularly in settings where students are required to learn in languages they may not use at home.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482429
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Fernanda+Soares%22">Fernanda Soares</searchLink><br /><searchLink fieldCode="AR" term="%22Cheng+Liu%22">Cheng Liu</searchLink><br /><searchLink fieldCode="AR" term="%22T%2E+J%2E+D'Agostino%22">T. J. D'Agostino</searchLink><br /><searchLink fieldCode="AR" term="%22Pooja+Nakamura%22">Pooja Nakamura</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+Freeman%22">Caroline Freeman</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Comparative+Education+Review%22"><i>Comparative Education Review</i></searchLink>. 2025 69(3):421-450.
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  Data: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink><br /><searchLink fieldCode="DE" term="%22Rwanda%22">Rwanda</searchLink><br /><searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink>
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  Data: 10.1086/736421
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  Data: 0010-4086<br />1545-701X
– Name: Abstract
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  Data: This study explores the underlying component reading skills that explain reading comprehension challenges faced by learners in multilingual settings who are instructed in a language in which they may or may not have oral language proficiency. Using data collected in the Philippines, Rwanda, and Kenya, we apply a two-step latent class analysis to first identify students with reading comprehension difficulties and then characterize their distinct skill profiles. In the Philippines, the profiles were primarily characterized by the specificity of skill deficits, such as challenges in decoding, oral language, or both. In contrast, in Rwanda and Kenya, the profiles were predominantly defined by the severity of the deficits, reflecting global difficulties across both decoding and oral language skills. These results underscore the importance of addressing both decoding and oral language skills to improve reading comprehension outcomes, particularly in settings where students are required to learn in languages they may not use at home.
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  Data: 2025
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        Value: 10.1086/736421
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      – Text: English
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      Pagination:
        PageCount: 30
        StartPage: 421
    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Reading Skills
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      – SubjectFull: Language of Instruction
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      – SubjectFull: Reading Difficulties
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      – SubjectFull: Decoding (Reading)
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      – SubjectFull: Severity (of Disability)
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      – SubjectFull: Language Skills
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      – SubjectFull: Philippines
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      – SubjectFull: Rwanda
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      – SubjectFull: Kenya
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      – TitleFull: Unveiling the Learning Crisis: Understanding the Reading Comprehension Challenges in Multilingual Contexts
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