The comprehension skills of children learning English as an additional language

• Published in: British journal of educational psychology Vol. 79; no. 4; pp. 735 - 747
• Main Authors: Burgoyne, K., Kelly (née Hutchinson), J. M., Whiteley, H. E., Spooner, A.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01-12-2009; British Psychological Society
• Subjects: Academic achievement; Achievement; Biological and medical sciences; Child; Children; Children & youth; Comprehension; Educational Attainment; Educational psychology; Elementary School Students; England; English (Second Language); English as a second language; Female; Fundamental and applied biological sciences. Psychology; Grade 3; Humans; Language Acquisition; Language Development; Language proficiency; Language Skills; Language Tests; Learning; Listening Comprehension; Male; Multilingualism; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Pupil and student. Academic achievement and failure; Reading; Reading Comprehension; Second Language Learning; Sex Factors; Social Environment; Special Needs Students; Speech Perception; Underachievement; Verbal Behavior; Vocabulary; Vocabulary Development; England; Human; Preschool age; Learning; English; Verbal ability; Academic achievement; Verbal comprehension; Acquisition process; Language; Child; Foreign language; School environment
• ISSN: 0007-0998; 2044-8279
• DOI: 10.1348/000709909X422530

Background Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English‐speaking peers.
Aims The relative underachievement of children who are learning EAL demands that the literacy needs of this group are identified. To this end, this study aimed to explore the reading‐ and comprehension‐related skills of a group of EAL learners.
Sample Data are reported from 92 Year 3 pupils, of whom 46 children are learning EAL.
Method Children completed standardized measures of reading accuracy and comprehension, listening comprehension, and receptive and expressive vocabulary.
Results Results indicate that many EAL learners experience difficulties in understanding written and spoken text. These comprehension difficulties are not related to decoding problems but are related to significantly lower levels of vocabulary knowledge experienced by this group.
Conclusions Many EAL learners experience significantly lower levels of English vocabulary knowledge which has a significant impact on their ability to understand written and spoken text. Greater emphasis on language development is therefore needed in the school curriculum to attempt to address the limited language skills of children learning EAL.