University of Oslo, NO-0317 Oslo, Norway.
J Child Psychol Psychiatry. 2010 May;51(5):612-20. doi: 10.1111/j.1469-7610.2009.02185.x. Epub 2009 Oct 29.
This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners.
Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners.
L1 learners had better initial reading comprehension skills and faster growth in these skills over time. Individual differences in decoding and vocabulary predicted initial reading comprehension skills, but only vocabulary predicted the subsequent growth of reading comprehension skills. Vocabulary seemed to be a stronger predictor of growth in reading comprehension among the L2 learners than among the L1 learners.
Vocabulary appears to be a critical predictor of the early development of reading comprehension skills in both L1 and L2 learners. The limitations in vocabulary skills in the L2 learners seemed sufficient to explain their lag in developing reading comprehension skills, and this suggests that oral vocabulary training should be given a high priority in this group.
本研究考察了解码和词汇技能作为年轻的第一语言（L1）和第二语言（L2）学习者阅读理解的纵向预测指标的作用。
采用两组潜在增长模型来评估 198 名 L1 语言学习者和 90 名 L2 语言学习者在增长方面的差异和增长的预测。
L1 学习者的初始阅读理解技能更好，并且随着时间的推移，这些技能的增长速度也更快。解码和词汇方面的个体差异可以预测初始阅读理解技能，但只有词汇可以预测阅读理解技能的后续增长。在 L2 学习者中，词汇似乎比在 L1 学习者中对阅读理解增长的预测更为有力。
词汇似乎是 L1 和 L2 学习者阅读理解技能早期发展的关键预测指标。L2 学习者在词汇技能方面的局限性似乎足以解释他们在发展阅读理解技能方面的滞后，这表明在该群体中应高度重视口语词汇训练。
