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Predictors of reading literacy for first and second language learners
Reading and Writing
|April 9, 2011
Summary
This study developed a model for reading literacy development in primary school children. Key factors include decoding, language, math skills, reasoning, motivation, and self-confidence, with home resources impacting first language learners more.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Literacy Studies
Background:
- Reading literacy is crucial for academic success.
- Understanding factors influencing reading development in primary school is essential.
- Differences between first language (L1) and second language (L2) learners require specific investigation.
Purpose of the Study:
- To construct a multi-factor model predicting reading literacy development.
- To analyze predictors for first language (L1) and second language (L2) learners from grade 4 to 6.
- To identify unique factors influencing reading literacy in L1 versus L2 learners.
Main Methods:
- Longitudinal study design.
- Structural equation modelling (SEM).
- Assessment of word decoding, language, mathematics, nonverbal reasoning, motivation, self-confidence, and home reading resources.
Main Results:
- L1 and L2 learners exhibited differences in reading literacy, language, mathematics, and reasoning skills.
- Decoding, language, mathematics, reasoning skills, motivation, and self-confidence significantly predicted reading literacy development in both L1 and L2 learners.
- Home reading resources positively influenced reading literacy in L1 learners but not in L2 learners.
Conclusions:
- A comprehensive model effectively explains reading literacy development in primary school children.
- Cognitive skills and psychosocial factors are key predictors of reading literacy.
- The impact of home reading resources on reading literacy development differs between L1 and L2 learners.
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