This study centered on emergent bilingual (EB) students with specific reading comprehension deficits (S-RCD), that is, with poor reading comprehension despite solid word identification skills. The participants were 209 students in Grades 2 to 4, including both EBs and English Monolinguals (EMs) with and without S-RCD. Mean comparisons indicated that EBs and EMs with S-RCD showed weaknesses relative to typically developing (TD) readers in oral language, word identification, inference making, and reading engagement, but not in executive functioning. Longitudinal analyses indicated that across two academic years S-RCD persisted for 41% of EBs and EMs alike. Altogether, the study extends research on EBs with S-RCD by identifying variables beyond oral language that may account for their reading comprehension difficulties and providing insight into the extent to which their reading comprehension and word identification performance levels evolve during elementary school. Furthermore, the findings point to the importance of early identification and intervention for weaknesses in reading comprehension and its component elements in both EBs and EMS.

中文翻译：

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具有特定阅读理解缺陷的新兴双语者：比较和纵向分析

本研究以具有特定阅读理解缺陷 (S-RCD) 的双语 (EB) 学生为中心，即尽管具有扎实的单词识别技能，但阅读理解能力较差。参与者是 2 至 4 年级的 209 名学生，包括有和没有 S-RCD 的 EB 和英语单语者 (EM)。平均比较表明，具有 S-RCD 的 EB 和 EM 在口语、单词识别、推理和阅读参与方面显示出相对于典型发展 (TD) 读者的弱点，但在执行功能方面没有。纵向分析表明，在两个学年中，41% 的 EB 和 EM 都存在 S-RCD。共，该研究扩展了对具有 S-RCD 的 EB 的研究，确定了口头语言以外可能导致他们阅读理解困难的变量，并深入了解了他们的阅读理解和单词识别能力水平在小学期间的发展程度。此外，研究结果指出了早期识别和干预阅读理解弱点及其在 EB 和 EMS 中的构成要素的重要性。