Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - The role of comprehension monitoring in predicting reading comprehension among French immersion children
AU - Krenca, Klaudia
AU - Cain, Kate
AU - Marinova-Todd, Stefka H.
AU - Chen, Becky Xi
PY - 2023/11/2
Y1 - 2023/11/2
N2 - Purpose: This study investigated the extent to which comprehension monitoring in children’s first and second language predicts reading comprehension. Method: Children’s ability to detect inconsistencies in orally presented stories was measured by response to a judgment question about whether the story made sense and by the identification of the inconsistency within the story. The participants included 115 English-French bilingual children (M ageGrade2 = 7.8 years) recruited from a French immersion program in Canada. Results: In each language, two regressions were carried out to examine the contribution of comprehension monitoring to reading comprehension in Grades 2 and 3, and one regression was computed to examine the contribution of Grade 2 comprehension monitoring to Grade 3 reading comprehension. The concurrent results revealed that, in Grade 3, children’s comprehension monitoring was a unique predictor of reading comprehension in English and French. This relationship was not observed in Grade 2. Notably, the longitudinal analyses indicated that Grade 2 children’s comprehension monitoring in English made a significant contribution to English reading comprehension in Grade 3. However, this relationship was not established in French. Conclusions: These results promote a call to include support for higher-level oral language skills during the early stages of bilingual reading instruction.
AB - Purpose: This study investigated the extent to which comprehension monitoring in children’s first and second language predicts reading comprehension. Method: Children’s ability to detect inconsistencies in orally presented stories was measured by response to a judgment question about whether the story made sense and by the identification of the inconsistency within the story. The participants included 115 English-French bilingual children (M ageGrade2 = 7.8 years) recruited from a French immersion program in Canada. Results: In each language, two regressions were carried out to examine the contribution of comprehension monitoring to reading comprehension in Grades 2 and 3, and one regression was computed to examine the contribution of Grade 2 comprehension monitoring to Grade 3 reading comprehension. The concurrent results revealed that, in Grade 3, children’s comprehension monitoring was a unique predictor of reading comprehension in English and French. This relationship was not observed in Grade 2. Notably, the longitudinal analyses indicated that Grade 2 children’s comprehension monitoring in English made a significant contribution to English reading comprehension in Grade 3. However, this relationship was not established in French. Conclusions: These results promote a call to include support for higher-level oral language skills during the early stages of bilingual reading instruction.
U2 - 10.1080/10888438.2023.2196022
DO - 10.1080/10888438.2023.2196022
M3 - Journal article
VL - 27
SP - 475
EP - 492
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
SN - 1088-8438
IS - 6
ER -