ABSTRACT

Conflicting findings exist in the literature regarding the reading skills of children learning 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 monolinguals, and how these factors may contribute to reading outcomes. The present study compared 36 children with EAL and 31 monolingual children (mean age 9 years) on measures of reading, literacy-related abilities (phonology, vocabulary), motivation and environmental factors. No group differences were found in word reading and 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 their attitudes towards reading. In contrast, maternal education related to the books in the home for monolingual children. Implications and suggestions for future research are discussed.

摘要

关于儿童学习英语作为附加语言 (EAL) 的阅读技能的文献中存在相互矛盾的发现。此外，很少有研究考虑 EAL 儿童和单语儿童之间相关的读写技能、动机和环境因素有何不同，以及这些因素如何影响阅读结果。本研究比较了 36 名 EAL 儿童和 31 名单语儿童（平均年龄 9 岁）在阅读、读写相关能力（语音、词汇）、动机和环境因素方面的测量。在单词阅读和流利度、语音意识、表达词汇、阅读动机、与父母一起阅读和独立阅读的时间以及父母对阅读的态度方面没有发现组间差异。然而，EAL组的母亲受教育程度较低，这些孩子在家中的儿童书籍比单语同龄人多。研究结果证实了语音意识和表达词汇对两组阅读表现的重要性，并表明母亲教育可能通过他们对阅读的态度间接影响 EAL 儿童的阅读能力。相比之下，母亲教育与单语儿童在家中的书籍有关。讨论了对未来研究的影响和建议。以及暗示母亲教育可能通过他们对阅读的态度间接影响EAL儿童的阅读能力。相比之下，母亲教育与单语儿童在家中的书籍有关。讨论了对未来研究的影响和建议。以及暗示母亲教育可能通过他们对阅读的态度间接影响EAL儿童的阅读能力。相比之下，母亲教育与单语儿童在家中的书籍有关。讨论了对未来研究的影响和建议。