دورية أكاديمية
Impact of Word-to-Text Integration Processes on Reading Comprehension Development in English as a Second Language
| العنوان: | Impact of Word-to-Text Integration Processes on Reading Comprehension Development in English as a Second Language |
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| اللغة: | English |
| المؤلفون: | Evelien Mulder (ORCID |
| المصدر: | Journal of Research in Reading. 2024 47(1):83-102. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Reading Comprehension, English (Second Language), Second Language Learning, Semantics, Decoding (Reading), Vocabulary Development, Morphology (Languages), Word Processing, Word Recognition, Language Processing, Students |
| DOI: | 10.1111/1467-9817.12441 |
| تدمد: | 0141-0423 1467-9817 |
| مستخلص: | Background: Word-to-text integration (WTI) can be challenging for second-language (L2) learners, although it can positively contribute to reading comprehension. The present study examined the role of WTI, after controlling for decoding, vocabulary and morphosyntactic awareness, in predicting English as an L2 reading comprehension development in 441 Dutch seventh-grade students. Methods: At the beginning (Time 1 [T1]) and the end (Time 2 [T2]) of the school year, students were tested on their English decoding, vocabulary, morphological and syntactic awareness and reading comprehension with paper-and-pencil tasks and on WTI with a self-paced reading task with reading times being compared on passages with unknown versus known words and passages with and without anomalies. Results: Mediation analyses showed small indirect effects of processing argument overlap and anomalies on T2 reading comprehension, via T1 reading comprehension. Conclusions: WTI explained unique variance in reading comprehension at T2 via reading comprehension at T1, suggesting that it moderately impacts initial stages of reading comprehension in English as a second language (ESL). |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1408143 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0141-0423 1467-9817 |
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| DOI: | 10.1111/1467-9817.12441 |