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Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language

Babayiğit, Selma; Shapiro, Laura

Authors

Laura Shapiro



Abstract

© 2019 UKLA Aims: The primary aim of this study is to augment our understanding of the component skills that underpin second-language learners' text comprehension by examining the direct and indirect roles of vocabulary knowledge and grammatical skills in second-language learners' listening and reading comprehension. Methods: Our sample included 134 learners with English as an additional language (EAL) and 74 with English as first language (EL1) (Mage = 123.76, SD = 5.02 months). Results: Our path analyses underscored the central role of English vocabulary and grammar in EAL learners' text comprehension. Both made independent and direct contributions to EAL learners' listening and reading comprehension levels. There were also indirect relations between vocabulary and grammar, and reading comprehension through listening comprehension. Similar results were observed for the EL1 group. We also found an association between weaknesses in EAL learners' vocabulary and grammatical skills and their underperformance on listening comprehension and reading comprehension. Conclusions: EAL learners' oral language, listening comprehension, and reading comprehension development should be examined in tandem and beyond the primary-school years to clarify the long-term implications of the observed EAL gap at primary-school levels. Finally, our findings suggest that both vocabulary knowledge and grammatical skills need to be targeted to support children's listening and reading comprehension. This is important for both EAL and EL1 learners but particularly for the former whose English oral language skills may lag behind those of their EL1 peers.

Citation

Babayiğit, S., & Shapiro, L. (2020). Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading, 43(1), 78-97. https://doi.org/10.1111/1467-9817.12291

Journal Article Type Article
Acceptance Date Oct 18, 2019
Online Publication Date Dec 6, 2019
Publication Date Feb 1, 2020
Deposit Date Oct 24, 2019
Publicly Available Date Dec 7, 2021
Journal Journal of Research in Reading
Print ISSN 0141-0423
Electronic ISSN 1467-9817
Publisher Wiley
Peer Reviewed Peer Reviewed
Volume 43
Issue 1
Pages 78-97
DOI https://doi.org/10.1111/1467-9817.12291
Keywords second-language English learners, vocabulary knowledge, grammatical skills, listening and reading comprehension
Public URL https://uwe-repository.worktribe.com/output/4068703