An Investigation of the Contribution of Oral Language to Reading in Young English Learners

• In Event: 21.052 - Literacy Research in the Elementary School

Abstract

Given the critical effect of language in reading and the limited research on the language-reading relationship for English Learners (ELs), the current study focused on unpacking the role of language in English reading for ELs in the United States. Specifically, the study examined whether the language-reading relationship differs by grade level (grades 1 and 3) and reading outcomes (decoding vs. comprehension). The study also explored the relationships between ELs’ language use, reading frequency, language proficiency, and reading outcomes. Results from the study showed that language proficiency significantly predicted both reading outcomes in early grades. Furthermore, the effect of ELs’ reading frequency on reading outcomes was indirect and mediated through oral language proficiency.

Authors

• Becky H. Huang, The University of Texas - San Antonio

• Lisa Bedore, Temple University

• Yangting (Tina) Wang, The University of Texas - San Antonio

• Luping Niu, The University of Texas at Austin

• Nicole Wicha, University of Texas San Antonio