Hoxha, D;
Sumner, E;
(2021)
Examining cognitive, motivational and
environmental factors that relate to reading
performance for children with English as a first or
additional language.
Language Learning Journal
10.1080/09571736.2021.1879905.
(In press).
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Abstract
Mixed findings exist in the literature regarding the reading skills of children with English as an Additional Language (EAL). Moreover, little research has considered how related literacy skills, motivation, and environmental factors may differ between EAL children and English monolinguals, and how these factors may contribute to reading outcomes. The present study compared 36 children with EAL and 31 monolingual English children (mean age 9 years) on measures of reading, phonology, vocabulary, motivation and environmental factors. No group differences were found in word reading and reading fluency, phonological awareness, expressive vocabulary, reading motivation, time spent reading with a parent and independently, and parental attitudes to reading. However, maternal education was lower in the EAL group and these children had more children’s books at home than their monolingual peers. The findings confirm the importance of phonological awareness and expressive vocabulary for reading performance in both groups, as well as suggesting that maternal education may indirectly relate to EAL children’s reading abilities through maternal attitudes towards reading. In contrast, in the case of monolingual children, maternal education related to number of books in the home. Implications and suggestions for future research are discussed.
| Type: | Article |
|---|---|
| Title: | Examining cognitive, motivational and environmental factors that relate to reading performance for children with English as a first or additional language |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09571736.2021.1879905 |
| Publisher version: | https://doi.org/10.1080/09571736.2021.1879905 |
| Language: | English |
| Additional information: | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10119524 |
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