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    Rights statement: This is the peer reviewed version of the following article: ALDERSON, J. C., NIEMINEN, L. and HUHTA, A. (2016), Characteristics of Weak and Strong Readers in a Foreign Language. The Modern Language Journal, 100: 853-879. doi:10.1111/modl.12367 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/modl.12367/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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Characteristics of Weak and Strong Readers in a Foreign Language

Research output: Contribution to journalJournal articlepeer-review

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Characteristics of Weak and Strong Readers in a Foreign Language. / Alderson, John Charles; Nieminen, Lea; Huhta, Ari.

In: Modern Language Journal, Vol. 100, No. 4, 2016, p. 853-879.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Alderson, JC, Nieminen, L & Huhta, A 2016, 'Characteristics of Weak and Strong Readers in a Foreign Language', Modern Language Journal, vol. 100, no. 4, pp. 853-879. https://doi.org/10.1111/modl.12367

APA

Alderson, J. C., Nieminen, L., & Huhta, A. (2016). Characteristics of Weak and Strong Readers in a Foreign Language. Modern Language Journal, 100(4), 853-879. https://doi.org/10.1111/modl.12367

Vancouver

Author

Alderson, John Charles ; Nieminen, Lea ; Huhta, Ari. / Characteristics of Weak and Strong Readers in a Foreign Language. In: Modern Language Journal. 2016 ; Vol. 100, No. 4. pp. 853-879.

Bibtex

@article{e16340d3dcc74d05a3f0a206c5ffe741,
title = "Characteristics of Weak and Strong Readers in a Foreign Language",
abstract = "This study investigated the cognitive (first language [L1] and foreign language [FL]), linguistic (L1 and FL), and motivational characteristics of weak FL readers in contrast to strong readers in 3 groups of L1 Finnish-speaking learners of English, aged 10, 14, and 17 years. This cross-sectional study covered a wide range of potential correlates, and therefore predictors, of FL reading based on previous research on reading in first, second (L2), and foreign languages. The weakest and strongest FL readers (1 standard deviation below or above the mean reading score) in each age group were selected for the comparisons reported in this article. The FL (English) skills other than reading were found to be the clearest distinguishing feature between weak and strong FL readers. However, L1 and cognitive skills in L1 and FL, as well as certain dimensions of motivation to use and learn the FL, were also found to separate the 2 reading groups. The implications of the findings for 2 different hypotheses about the nature of FL reading—the Threshold Hypothesis and the Linguistic Coding Differences Hypothesis—are discussed, as well as the implications for the diagnosis of strengths and weaknesses in reading in an FL.",
author = "Alderson, {John Charles} and Lea Nieminen and Ari Huhta",
note = "This is the peer reviewed version of the following article: ALDERSON, J. C., NIEMINEN, L. and HUHTA, A. (2016), Characteristics of Weak and Strong Readers in a Foreign Language. The Modern Language Journal, 100: 853-879. doi:10.1111/modl.12367 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/modl.12367/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.",
year = "2016",
doi = "10.1111/modl.12367",
language = "English",
volume = "100",
pages = "853--879",
journal = "Modern Language Journal",
issn = "0026-7902",
publisher = "Wiley-Blackwell",
number = "4",

}

RIS

TY - JOUR

T1 - Characteristics of Weak and Strong Readers in a Foreign Language

AU - Alderson, John Charles

AU - Nieminen, Lea

AU - Huhta, Ari

N1 - This is the peer reviewed version of the following article: ALDERSON, J. C., NIEMINEN, L. and HUHTA, A. (2016), Characteristics of Weak and Strong Readers in a Foreign Language. The Modern Language Journal, 100: 853-879. doi:10.1111/modl.12367 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/modl.12367/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2016

Y1 - 2016

N2 - This study investigated the cognitive (first language [L1] and foreign language [FL]), linguistic (L1 and FL), and motivational characteristics of weak FL readers in contrast to strong readers in 3 groups of L1 Finnish-speaking learners of English, aged 10, 14, and 17 years. This cross-sectional study covered a wide range of potential correlates, and therefore predictors, of FL reading based on previous research on reading in first, second (L2), and foreign languages. The weakest and strongest FL readers (1 standard deviation below or above the mean reading score) in each age group were selected for the comparisons reported in this article. The FL (English) skills other than reading were found to be the clearest distinguishing feature between weak and strong FL readers. However, L1 and cognitive skills in L1 and FL, as well as certain dimensions of motivation to use and learn the FL, were also found to separate the 2 reading groups. The implications of the findings for 2 different hypotheses about the nature of FL reading—the Threshold Hypothesis and the Linguistic Coding Differences Hypothesis—are discussed, as well as the implications for the diagnosis of strengths and weaknesses in reading in an FL.

AB - This study investigated the cognitive (first language [L1] and foreign language [FL]), linguistic (L1 and FL), and motivational characteristics of weak FL readers in contrast to strong readers in 3 groups of L1 Finnish-speaking learners of English, aged 10, 14, and 17 years. This cross-sectional study covered a wide range of potential correlates, and therefore predictors, of FL reading based on previous research on reading in first, second (L2), and foreign languages. The weakest and strongest FL readers (1 standard deviation below or above the mean reading score) in each age group were selected for the comparisons reported in this article. The FL (English) skills other than reading were found to be the clearest distinguishing feature between weak and strong FL readers. However, L1 and cognitive skills in L1 and FL, as well as certain dimensions of motivation to use and learn the FL, were also found to separate the 2 reading groups. The implications of the findings for 2 different hypotheses about the nature of FL reading—the Threshold Hypothesis and the Linguistic Coding Differences Hypothesis—are discussed, as well as the implications for the diagnosis of strengths and weaknesses in reading in an FL.

U2 - 10.1111/modl.12367

DO - 10.1111/modl.12367

M3 - Journal article

VL - 100

SP - 853

EP - 879

JO - Modern Language Journal

JF - Modern Language Journal

SN - 0026-7902

IS - 4

ER -