Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds

摘要: This study investigated the influence of cognitive and linguistic skills on reading comprehension performance a group learners from diverse backgrounds. The also compared grade 4 children who entered kindergarten with little or no experience English (ESL) to that native speakers. Examiners administered various tasks reading, language, memory in (n=480). sample included three groups: (1) poor absence word difficulties (Poor Comprehenders; PC), (2) Recognition comprehenders; PR), (3) good abilities (Good GC). Due small size PR reader group, comparative analyses were conducted. However, results indicated within GC PC groups there differences between ESL L1 measures phonological processing. Further, groups, syntactic awareness verbal working memory, speakers performed at significantly lower levels than