Department of Curriculum & Instruction, College of Education, University of Houston, 3657 Cullen Blvd., Houston, TX, 77204, USA.
Faculty of Education, Okanagan School of Education, The University of British Columbia, 1137 Alumni Avenue, BC, V1V 1V7, Kelowna, Canada.
Ann Dyslexia. 2023 Apr;73(1):109-129. doi: 10.1007/s11881-022-00258-0. Epub 2022 Jun 24.
writing is an important tactic for learning from text and the summaries provide information on students' comprehension and learning processes. We investigated the nature of the summaries produced by bilingual adolescents, and whether their summaries were related to their reading abilities in their first and second languages. In each language, we examined the performance of students identified as typically developing, poor decoders, or poor comprehenders. Participants were 246 grade 8 students enrolled in English immersion programs in China. Measures included English word reading and reading comprehension, Chinese word reading and reading comprehension, and nonverbal ability. Students' text-absent summaries of an English 254-word expository passage were analyzed for the number of themes, main ideas, important details, and unimportant details. Using latent profile analysis, participants were identified as typical readers (TR, n = 123), poor decoders (PD, n = 74), or poor comprehenders (PC, n = 49) in English, and TR (n = 129), PD (n = 74), or PC (n = 43) in Chinese, based on word reading and reading comprehension in both English and Chinese. MANCOVA results showed that after controlling for nonverbal ability, in the English-defined groups, the TR group outperformed PD and PC on themes, main ideas, and important details; in the Chinese-defined groups, the TR group outperformed PD and PC on themes, TR performed better than PC on main ideas and important details, and PD outperformed PC on main ideas. Discussion focuses on the difficulties faced by bilingual students with reading difficulties and on the potential of summary writing instruction to improve their comprehension and learning processes.
写作是从文本中学习的重要策略，摘要提供了学生理解和学习过程的信息。我们研究了双语青少年所写摘要的性质，以及他们的摘要是否与他们第一语言和第二语言的阅读能力有关。在每种语言中，我们都检查了被确定为典型发展、阅读解码能力差或阅读理解能力差的学生的表现。参与者是 246 名在中国英语沉浸式课程中就读的 8 年级学生。测量包括英语单词阅读和阅读理解、汉语单词阅读和阅读理解以及非言语能力。对学生在没有文本的情况下对一篇 254 字英语说明文的摘要进行了分析，内容包括主题数量、主要思想、重要细节和不重要细节。使用潜在剖面分析，根据英语单词阅读和阅读理解，将参与者确定为典型读者（TR，n=123）、阅读解码能力差（PD，n=74）或阅读理解能力差（PC，n=49），以及根据英语和汉语的单词阅读和阅读理解，将参与者确定为典型读者（TR，n=129）、阅读解码能力差（PD，n=74）或阅读理解能力差（PC，n=43）。MANCOVA 结果表明，在控制非言语能力后，在英语定义的组中，TR 组在主题、主要思想和重要细节方面优于 PD 和 PC 组；在汉语定义的组中，TR 组在主题方面优于 PD 和 PC 组，TR 组在主要思想和重要细节方面优于 PC 组，PD 组在主要思想方面优于 PC 组。讨论重点关注阅读困难的双语学生所面临的困难，以及摘要写作教学对提高他们的理解和学习过程的潜力。
