Reading Comprehension and Strategy Use in English Language Learners and English Monolinguals in Elementary School

• In Event: 63.024 - Reading Comprehension and Non-English-Background Learners

Abstract

The current study investigated what strategies English monolinguals (EL1s) and English Language Learners (ELLs) use during text comprehension and which strategies predict reading comprehension success for each group. Fifty-eight fourth- and fifth-grade students were assessed on language proficiency measures and on strategy use during a reading comprehension task. As expected, results indicated that for both groups, vocabulary knowledge and word reading fluency were correlated with reading comprehension scores. Importantly, for EL1s, elaborative inferencing also accounted for unique variance in reading comprehension beyond language knowledge. For ELLs, necessary inferencing and summarizing behavior predicted reading comprehension success in addition to language measures. Findings highlight the value of promoting effective strategy selection in addition to language instruction in the development of reading comprehension.

Authors

• Deanna Friesen, University of Western Ontario

• Katherine Schmidt

• Kayla Edwards, Western University

• Angela Celebre, Western University