Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language
In Germany, 35 % of children under the age of five have a migration background. Many of them acquire German as a second language (GSL). Until today, little is known about the development of early reading skills in these children. The aim of the present study was to compare the development of decodin...
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| Veröffentlicht in: | Child indicators research 2014-12, Vol.7 (4), p.787-804 |
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| creator | Duzy, Dagmar Souvignier, Elmar Ehm, Jan-Henning Gold, Andreas |
| description | In Germany, 35 % of children under the age of five have a migration background. Many of them acquire German as a second language (GSL). Until today, little is known about the development of early reading skills in these children. The aim of the present study was to compare the development of decoding speed and reading comprehension from Grade 1 to Grade 3 in GSL and native German speaking children. The study especially focused on children who showed poor decoding speed in Grade 1. Results indicated an increase in the achievement gap in measures of reading comprehension between the two language groups. In decoding speed, GSL children showed a tendency toward improving less than their native German speaking peers. In Grade 1 as well as in Grade 3, a large proportion of GSL children showed reading performances which placed them in the lowest 15 % of the test norms: At each of the measurement points, the proportion of GSL poor decoders and GSL poor reading comprehenders was twice as high as expected by test norms and substantially higher than in native German speaking children. Furthermore, results indicated that the discrepancy between measures of nonverbal intelligence and reading performance is not a reliable indicator for specific reading disabilities in GSL children. |
| doi_str_mv | 10.1007/s12187-014-9242-x |
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Many of them acquire German as a second language (GSL). Until today, little is known about the development of early reading skills in these children. The aim of the present study was to compare the development of decoding speed and reading comprehension from Grade 1 to Grade 3 in GSL and native German speaking children. The study especially focused on children who showed poor decoding speed in Grade 1. Results indicated an increase in the achievement gap in measures of reading comprehension between the two language groups. In decoding speed, GSL children showed a tendency toward improving less than their native German speaking peers. In Grade 1 as well as in Grade 3, a large proportion of GSL children showed reading performances which placed them in the lowest 15 % of the test norms: At each of the measurement points, the proportion of GSL poor decoders and GSL poor reading comprehenders was twice as high as expected by test norms and substantially higher than in native German speaking children. Furthermore, results indicated that the discrepancy between measures of nonverbal intelligence and reading performance is not a reliable indicator for specific reading disabilities in GSL children.</description><identifier>ISSN: 1874-897X</identifier><identifier>EISSN: 1874-8988</identifier><identifier>DOI: 10.1007/s12187-014-9242-x</identifier><language>eng</language><publisher>Dordrecht: Springer Netherlands</publisher><subject>Child and School Psychology ; Children with disabilities ; Decoding ; Early Childhood Education ; Early literacy ; Early Reading ; Early second language learning ; Elementary school students ; German as a second language ; Grade 1 ; Measurement ; Migration ; Native language acquisition ; Nonverbal intelligence ; Quality of Life Research ; Reading ability ; Reading achievement ; Reading Comprehension ; Reading disabilities ; Reading Skills ; Second languages ; Social Sciences ; Social Work</subject><ispartof>Child indicators research, 2014-12, Vol.7 (4), p.787-804</ispartof><rights>Springer Science+Business Media Dordrecht 2014</rights><rights>Child Indicators Research is a copyright of Springer, 2014.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c316t-d7103997ab3103dc9a71ca3e6b6caf6ca8931764459584f84cb7b1ec3b950c403</citedby><cites>FETCH-LOGICAL-c316t-d7103997ab3103dc9a71ca3e6b6caf6ca8931764459584f84cb7b1ec3b950c403</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12187-014-9242-x$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12187-014-9242-x$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,780,784,12846,27924,27925,30999,41488,42557,51319</link.rule.ids></links><search><creatorcontrib>Duzy, Dagmar</creatorcontrib><creatorcontrib>Souvignier, Elmar</creatorcontrib><creatorcontrib>Ehm, Jan-Henning</creatorcontrib><creatorcontrib>Gold, Andreas</creatorcontrib><title>Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language</title><title>Child indicators research</title><addtitle>Child Ind Res</addtitle><description>In Germany, 35 % of children under the age of five have a migration background. Many of them acquire German as a second language (GSL). Until today, little is known about the development of early reading skills in these children. The aim of the present study was to compare the development of decoding speed and reading comprehension from Grade 1 to Grade 3 in GSL and native German speaking children. The study especially focused on children who showed poor decoding speed in Grade 1. Results indicated an increase in the achievement gap in measures of reading comprehension between the two language groups. In decoding speed, GSL children showed a tendency toward improving less than their native German speaking peers. In Grade 1 as well as in Grade 3, a large proportion of GSL children showed reading performances which placed them in the lowest 15 % of the test norms: At each of the measurement points, the proportion of GSL poor decoders and GSL poor reading comprehenders was twice as high as expected by test norms and substantially higher than in native German speaking children. Furthermore, results indicated that the discrepancy between measures of nonverbal intelligence and reading performance is not a reliable indicator for specific reading disabilities in GSL children.</description><subject>Child and School Psychology</subject><subject>Children with disabilities</subject><subject>Decoding</subject><subject>Early Childhood Education</subject><subject>Early literacy</subject><subject>Early Reading</subject><subject>Early second language learning</subject><subject>Elementary school students</subject><subject>German as a second language</subject><subject>Grade 1</subject><subject>Measurement</subject><subject>Migration</subject><subject>Native language acquisition</subject><subject>Nonverbal intelligence</subject><subject>Quality of Life Research</subject><subject>Reading ability</subject><subject>Reading achievement</subject><subject>Reading Comprehension</subject><subject>Reading disabilities</subject><subject>Reading Skills</subject><subject>Second languages</subject><subject>Social Sciences</subject><subject>Social Work</subject><issn>1874-897X</issn><issn>1874-8988</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1kFFLwzAUhYMoOKc_wLeAz9WkSZvmUeqcwkBwCr7FNL3tOra0Jh3b_r3ZKuKLD5d7OZxzLnwIXVNySwkRd57GNBMRoTySMY-j3QkaBYFHmcyy099bfJyjC--XhKSUxPEIfU60W-3xA5i2bGyN5x1AibUt8Uz34PAr6KOet-sOerCmAY8bi_NFsyodWLxt-gWegltri7XHGs9D1TFu642u4RKdVXrl4epnj9H74-Qtf4pmL9Pn_H4WGUbTPioFJUxKoQsWjtJILajRDNIiNboKk0lGRcp5IpOMVxk3hSgoGFbIhBhO2BjdDL2da7824Hu1bDfOhpeKSibTOOFcBBcdXMa13juoVOeatXZ7RYk6gFQDSBVAqgNItQuZeMj44LU1uD_N_4a-AWundak</recordid><startdate>20141201</startdate><enddate>20141201</enddate><creator>Duzy, Dagmar</creator><creator>Souvignier, Elmar</creator><creator>Ehm, Jan-Henning</creator><creator>Gold, Andreas</creator><general>Springer Netherlands</general><general>Springer Nature B.V</general><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20141201</creationdate><title>Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language</title><author>Duzy, Dagmar ; Souvignier, Elmar ; Ehm, Jan-Henning ; Gold, Andreas</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c316t-d7103997ab3103dc9a71ca3e6b6caf6ca8931764459584f84cb7b1ec3b950c403</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Child and School Psychology</topic><topic>Children with disabilities</topic><topic>Decoding</topic><topic>Early Childhood Education</topic><topic>Early literacy</topic><topic>Early Reading</topic><topic>Early second language learning</topic><topic>Elementary school students</topic><topic>German as a second language</topic><topic>Grade 1</topic><topic>Measurement</topic><topic>Migration</topic><topic>Native language acquisition</topic><topic>Nonverbal intelligence</topic><topic>Quality of Life Research</topic><topic>Reading ability</topic><topic>Reading achievement</topic><topic>Reading Comprehension</topic><topic>Reading disabilities</topic><topic>Reading Skills</topic><topic>Second languages</topic><topic>Social Sciences</topic><topic>Social Work</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Duzy, Dagmar</creatorcontrib><creatorcontrib>Souvignier, Elmar</creatorcontrib><creatorcontrib>Ehm, Jan-Henning</creatorcontrib><creatorcontrib>Gold, Andreas</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Education Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Child indicators research</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Duzy, Dagmar</au><au>Souvignier, Elmar</au><au>Ehm, Jan-Henning</au><au>Gold, Andreas</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language</atitle><jtitle>Child indicators research</jtitle><stitle>Child Ind Res</stitle><date>2014-12-01</date><risdate>2014</risdate><volume>7</volume><issue>4</issue><spage>787</spage><epage>804</epage><pages>787-804</pages><issn>1874-897X</issn><eissn>1874-8988</eissn><abstract>In Germany, 35 % of children under the age of five have a migration background. Many of them acquire German as a second language (GSL). Until today, little is known about the development of early reading skills in these children. The aim of the present study was to compare the development of decoding speed and reading comprehension from Grade 1 to Grade 3 in GSL and native German speaking children. The study especially focused on children who showed poor decoding speed in Grade 1. Results indicated an increase in the achievement gap in measures of reading comprehension between the two language groups. In decoding speed, GSL children showed a tendency toward improving less than their native German speaking peers. 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| subjects | Child and School Psychology Children with disabilities Decoding Early Childhood Education Early literacy Early Reading Early second language learning Elementary school students German as a second language Grade 1 Measurement Migration Native language acquisition Nonverbal intelligence Quality of Life Research Reading ability Reading achievement Reading Comprehension Reading disabilities Reading Skills Second languages Social Sciences Social Work |
| title | Early Decoding Speed and Later Reading Competencies in Children with German as a Second Language |
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