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Toward modeling reading comprehension and reading fluency in English language learners

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Abstract

This study investigated the adequacy of an expanded simple view of reading (SVR) framework for English language learners (ELLs), using mediation modeling approach. The proposed expanded SVR included reading fluency as an outcome and phonological awareness and naming speed as predictors. To test the fit of the proposed mediation model, longitudinal data from 308 ELLs from different linguistic backgrounds were analyzed using structural equation modeling. We examined the mediating role of Grade 2 word-level reading skills in the association between Grade 1 phonological awareness, naming speed, and listening comprehension and Grade 3 reading comprehension and reading fluency. The results indicated that word-level reading skills fully mediated the association between phonological awareness, reading comprehension and reading fluency. Word-level reading skills partially mediated the association between naming speed and reading fluency. Listening comprehension contributed directly to reading comprehension and reading fluency. It appears that reading development in ELLs is better understood when reading fluency is added to the SVR framework as an outcome and naming speed as a building block of SVR. Theoretical aspects of the mediation model in relation to ELL reading development are also addressed.

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Notes

  1. Note that when data collection commenced, commercial, standardized measures of phonological processing, such as the CTOPP, were not yet available.

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Authors and Affiliations

  1. Directions Evidence and Policy Research Group, 1055 Dunsmuir, Suite 1254, Four Bentall Centre, P.O. Box 48448, Vancouver, BC, V7X 1A2, Canada

    Zohreh Yaghoub Zadeh

  2. Adolescent Biliteracy Development, Department of Human Development and Applied Psychology, The Ontario Institute for Studies in Education, Hincks-Dellcrest Centre/Institute, Department of Psychiatry, University of Toronto, 252 Bloor St, West Toronto, ON, M5S 1V6, Canada

    Fataneh Farnia

  3. Department of Human Development and Applied Psychology, The Ontario Institute for Studies in Education, University of Toronto, 252 Bloor St, West Toronto, ON, M5S 1V6, Canada

    Esther Geva

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  1. Zohreh Yaghoub Zadeh
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  2. Fataneh Farnia
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  3. Esther Geva
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Correspondence to Zohreh Yaghoub Zadeh.

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Table 2 Means, standard deviations, F-value, and p-value for missing group and the group with complete data
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Yaghoub Zadeh, Z., Farnia, F. & Geva, E. Toward modeling reading comprehension and reading fluency in English language learners. Read Writ 25, 163–187 (2012). https://doi.org/10.1007/s11145-010-9252-0

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