The Role of Oral Language and Phonological Awareness for English Language Learners' Reading Comprehension

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-2 - English Language Learners and Literacy

Abstract

This study explored the role of oral language and phonological awareness in relation to reading comprehension for elementary-age children whose first language is Spanish. The study implemented a cohort-sequential design in which 500 children, grades 1, 2, and 3 were tested across three waves. The results showed that (1) there is a significant variation in reading comprehension for both initial status and rate of change and (2) growth in the oral language contributed to growth in reading comprehension. However, growth in phonological awareness did not contribute significantly to reading comprehension growth for English Language Learner children.

Authors

• Harpreet Uppal, University of California - Riverside

• H. Lee Swanson, University of California - Riverside