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A Comparison of the Language Skills of ELLs and Monolinguals Who Are Poor Decoders, Poor Comprehenders, or Normal Readers
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- Author(s): Geva, Esther; Massey-Garrison, Angela
- Language:
English- Source:
Journal of Learning Disabilities. Sep-Oct 2013 46(5):387-401.- Publication Date:
2013- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
- Peer Reviewed: Y
- Source: 15
- Education Level: Grade 5
Elementary Education - Subject Terms: Comparative Analysis; Language Skills; English Language Learners; Decoding (Reading); Reading Comprehension; Reading Skills; Oral Language; Native Speakers; English; Grade 5; Elementary School Students; Cognitive Ability; Syntax; Vocabulary; Listening Comprehension; Foreign Countries; Longitudinal Studies; Phonological Awareness
- Subject Terms:
- Subject Terms:
- Accession Number: 10.1177/0022219412466651
- ISSN: 0022-2194
- Abstract: The overall objective of this article is to examine how oral language abilities relate to reading profiles in English language learners (ELLs) and English as a first language (EL1) learners, and the extent of similarities and differences between ELLs and EL1s in three reading subgroups: normal readers, poor decoders, and poor comprehenders. The study included 100 ELLs and 50 EL1s in Grade 5. The effect of language group (ELL/EL1) and reading group on cognitive and linguistic skills was examined. Except for vocabulary, there was no language group effect on any measure. However, within ELL and EL1 alike, significant differences were found between reading groups: Normal readers outperformed the two other groups on all the oral language measures. Distinct cognitive and linguistic profiles were associated with poor decoders and poor comprehenders, regardless of language group. The ELL and EL1 poor decoders outperformed the poor comprehenders on listening comprehension and inferencing. The poor decoders displayed phonological-based weaknesses, whereas the poor comprehenders displayed a more generalized language processing weakness that is nonphonological in nature. Regardless of language status, students with poor decoding or comprehension problems display difficulties with various aspects of language.
- Abstract: As Provided
- Number of References: 85
- Publication Date: 2014
- Accession Number: EJ1019764
- Availability:
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