Examining cognitive, motivational and environmental factors that relate to reading performance for children with English as a first or additional language

Dejla Hoxha, Emma Sumner*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

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.
Original languageEnglish
Pages (from-to)698-711
Number of pages14
JournalThe Language Learning Journal (LLJ)
Volume50
Issue number6
Early online date17 Feb 2021
DOIs
Publication statusPublished - 2022

Keywords / Materials (for Non-textual outputs)

  • reading
  • English as an additional language
  • motivation
  • home literacy environment

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