Vocabulary profiles and reading comprehension in young bilingual children

Christie Fraser,Esther Geva,Alexandra Gottardo

doi:10.18192/olbiwp.v8i0.2118

Christie Fraser, Esther Geva + Show 1 more

Open Access

https://doi.org/10.18192/olbiwp.v8i0.2118

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Abstract

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

Highlights

En compréhension écrite, il est important pour les apprenants de l’anglais (AA) d’avoir une connaissance solide du vocabulaire
Participants were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge
Similar to previous research in the area, we found that reading comprehension was significantly correlated with L1 and L2 vocabulary, and that L1 and L2 vocabulary correlated significantly with each other, suggesting that vocabulary in either language might support English reading comprehension for English language learners (ELLs) children (e.g., August, Carlo, Dressler, & Snow, 2005; Geva, 2006)

Summary

Introduction

Il est important pour les apprenants de l’anglais (AA) d’avoir une connaissance solide du vocabulaire. Previous research suggests that vocabulary knowledge may be one of the strongest predictors of reading comprehension for ELLs (e.g., August et al, 2005; Farnia & Geva, 2013; Proctor, Carlo, August, & Snow, 2005), and often serves as a proxy for assessing language proficiency. This exploratory study examined whether ELLs who were classified into groups based on their first language (L1) and second language (L2) vocabulary profile, would differ in reading comprehension. This set of studies suggest that growth rates for vocabulary knowledge may initially be steeper for ELLs, but growth eventually plateaus resulting in a persistent and pervasive gap in vocabulary for ELLs and a barrier for reading comprehension and subsequent academic achievement (Farnia & Geva, 2011, 2013)

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