Factors contributing to reading comprehension in ESL children - A longitudinal perspective
The proposed research addresses questions at the intersection of research and practice. We will address the following practical and theoretical objectives: 1) we will test whether L1 models of reading comprehension derived from research with monolingual English speakers can be used to understand L2 reading comprehension in ESL children (Cain, Oakhill & Bryant, 2004; van den Broek, 2001); 2) we will examine L1 and L2 longitudinal and L2 concurrent predictors of reading comprehension in the domains of oral language, basic cognitive processes, reading and higher level comprehension skills; 3) we will examine the effects of a pilot manipulation on the comprehension of expository text and the use teacher strategies to enhance reading comprehension in ESL children with a view designing a later intervention study. Our objectives will allow us to test theories of reading comprehension as well as addressing practical issues of relevance to educators.
My reading disabilities were hard to identify because the tests were designed for English readers. They didn't reflect my cultural background.
It's only by asking the right questions that we can identify and treat my reading disabilities - and take steps to keep French as a first language vibrant and alive.