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.

The language and culture of my heritage is passed on to me orally. It's a different way of learning than how I am taught at school. How do I keep my traditional culture alive while learning to read and being immersed in the majority culture?

Reading is the core of learning and staying in school. Improving my reading skills will open up the doors to future prospects.

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