Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ964952 - Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ964952
Title:	Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?
Authors:	Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy
Descriptors:	Reading Comprehension; Listening Comprehension; Speech Communication; Spelling; Reading Achievement; Phonological Awareness; Grade 9; Reading Skills; Grade 10; Cognitive Ability; Individual Differences; High School Students; Second Language Learning; Language Proficiency; Oral Language; Receptive Language; Elementary School Students; Native Language; Measures (Individuals); Verbal Ability; Prediction
Source:	Language Learning, v62 n2 p473-505 Jun 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Date:	2012-06-00
Pages:	33
Pub Types:	Journal Articles; Reports - Research
Abstract:	The study examined whether individual differences in high school first language (L1) reading achievement and print exposure would account for unique variance in second language (L2) written (word decoding, spelling, writing, reading comprehension) and oral (listening/speaking) proficiency after adjusting for the effects of early L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Participants were administered measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, listening comprehension, and cognitive ability in 1st through 5th grades; L2 aptitude in 9th grade; and L1 reading achievement, L1 print exposure, and L2 proficiency in 10th grade. The findings showed that L1 reading achievement in 10th grade made significant and unique contributions to L2 word decoding, L2 reading comprehension, L2 listening/speaking, and overall L2 proficiency after adjusting for the effects of L1 literacy and verbal skills, cognitive ability in L1, and L2 aptitude. Subsequent analyses showed that L1 print exposure variables made unique contributions to L2 reading comprehension, L2 decoding, L2 writing, L2 listening/speaking, and overall L2 proficiency even after adjusting for the effects of L1 literacy and verbal skills during elementary school, cognitive ability in L1, L2 aptitude, and 10th-grade reading achievement. The results suggest that stronger L1 reading skills are related to stronger L2 outcomes and that opportunity for and engagement in L1 literacy experiences may also be related to differences in L2 proficiency.
Abstractor:	As Provided
Reference Count:	89

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0023-8333
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 10; Grade 9; High Schools
Direct Link:	http://dx.doi.org/10.1111/j.1467-9922.2012.00694.x

Back to Search Results