![]() ![]() Findings from the multigroup structural analysis indicated that the strength of relationships between oral language and reading was relatively invariant across the two groups. As anticipated, there was a significant L1 advantage for oral language (i.e., vocabulary, verbal working memory, sentence repetition) and reading comprehension but not for word reading. ![]() The participants included 183 L1 and L2 children (M = 9 7 years, SD = 3.64 months) in England. This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word reading, oral language, and reading comprehension was invariant (equivalent) across the two groups.
0 Comments
Leave a Reply. |