The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis
Abstract
We conducted a meta‐analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second‐language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language (d = –0.80), but these deficits were not as severe as their reading comprehension deficit (d = –2.47). Second‐language learners also had weaker oral language skills compared with native‐speaking children regardless of comprehension status (d = –0.84). We discuss theoretical and practical implications of the finding that second‐language learners who are poor at reading comprehension despite adequate decoding have deficits in oral language but the deficit is not sufficient to explain their deficit in reading comprehension.
Number of times cited: 5
- Daphna Shahar-Yames and Anat Prior, The challenge and the opportunity of lexical inferencing in language minority students, Reading and Writing, (2018).
- Mercedes Spencer and Richard K. Wagner, The Comprehension Problems of Children With Poor Reading Comprehension Despite Adequate Decoding: A Meta-Analysis, Review of Educational Research, (003465431774918), (2018).
- Xiuli Tong and S. Hélène Deacon, Understanding poor comprehenders in different orthographies: Universal versus language‐specific skills, Journal of Research in Reading, 40, 2, (119-124), (2017).
- Annina K. HESSEL and Victoria A. MURPHY, Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension, Journal of Child Language, 10.1017/S0305000918000399, (1-27), (2018).
- Yu Ka Wong, Developmental Relations Between Listening and Reading Comprehension in Young Chinese Language Learners: A Longitudinal Study, Journal of Psycholinguistic Research, 10.1007/s10936-018-9619-y, (2018).
