Executive Functions, Decoding, and Oral Language: English Reading in Low-Income Immigrant Chinese-English Dual Language Learners

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 4
  In Roundtable Session: Language and Literacy Development in Multilingual Contexts

Abstract

This study examines the relationships between executive functions, decoding, and oral language comprehension in predicting English reading comprehension for early elementary school dual language learners (DLLs). We examined a sample of 89 Chinese-English DLLs recruited from Northern California. By extending the Simple View of Reading with Active View, we examine the unique contributions and interactions of executive functions, decoding, and oral language skills to reading comprehension in English. The findings reveal the distinct role of working memory in this population, suggesting that it may moderate the relationship between decoding and reading comprehension. This research provides a more interactive model of reading for DLLs and offers a critical foundation for developing targeted literacy interventions.

Authors

• Emily Mak, Texas A&M University

• Lu Yang, Yangtze University

• Qing Zhou, University of California - Berkeley

• Yuuko Uchikoshi, University of California - Davis