Components and Context: Exploring Sources of Reading Difficulties for Language Minority Learners and Native English Speakers in Urban Schools

Michael J. Kieffer, Rose K. Vukovic

Research output: Contribution to journalArticle

Abstract

Drawing on the cognitive and ecological domains within the componential model of reading, this longitudinal study explores heterogeneity in the sources of reading difficulties for language minority learners and native English speakers in urban schools. Students (N = 150) were followed from first through third grade and assessed annually on standardized English language and reading measures. Structural equation modeling was used to investigate the relative contributions of code-related and linguistic comprehension skills in first and second grade to third grade reading comprehension. Linguistic comprehension and the interaction between linguistic comprehension and code-related skills each explained substantial variation in reading comprehension. Among students with low reading comprehension, more than 80% demonstrated weaknesses in linguistic comprehension alone, whereas approximately 15% demonstrated weaknesses in both linguistic comprehension and code-related skills. Results were remarkably similar for the language minority learners and native English speakers, suggesting the importance of their shared socioeconomic backgrounds and schooling contexts.

Original languageEnglish (US)
Pages (from-to)433-452
Number of pages20
JournalJournal of Learning Disabilities
Volume45
Issue number5
DOIs
StatePublished - 2012

Fingerprint

Reading
comprehension
Language
minority
Linguistics
language
school
linguistics
school grade
Students
Longitudinal Studies
English language
longitudinal study
student
interaction

Keywords

  • language minority learners
  • longitudinal research
  • oral language
  • reading difficulties

ASJC Scopus subject areas

  • Health(social science)
  • Health Professions(all)
  • Education

Cite this

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