Abstract
In this study, an attempt was made to explain the variation in reading comprehension and reading vocabulary of native and non-native speakers of Dutch in grade 3 of primary schools in the Netherlands from home and school predictors. Results indicate that, for reading comprehension, in the Dutch group 39 % of the variance could be explained by intelligence, home literacy climate, and time spent on reading, whereas in the L2 group 34 % of the variance was explained by intelligence, use of Dutch in the home and time spent on vocabulary teaching. For reading vocabulary, in the Dutch group 29 % of the variance could be explained by intelligence, home literacy climate, socioeconomic status, and independent reading facilities and leisure time reading, and in the L2 group 33 % of the variance was explained by intelligence, use of Dutch in the home, home literacy climate and time spent on vocabulary teaching. In both groups, students reading aloud showed to be negatively related to both reading comprehension and reading vocabulary achievement.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129–153.
Bernhardt, E. B. (2005). Progress and procrastination in second-language reading. In M. McGroarty (Ed.), Annual review of applied linguistics (pp. 133–150). Cambridge: CUP.
Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2011). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37, 408–426.
Dickinson, D. K., & Neuman, S. (Eds.). (2006). Handbook of early literacy research: Vol II. New York: Guilford Publications.
Dickinson, D., & Tabors, P. (2002). Fostering language and literacy in classrooms and homes. Young Children, 57(2), 10–18.
Elley, W. B. (1992). How in the world do students read? Hamburg: IEA.
Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4), 508–517.
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah: Erlbaum.
Guthrie, J. T., Coddington, C. S., & Wigfield, A. (2009). Profiles of motivation for reading among African American and Caucasian students. Journal of Literacy Research, 41, 317–353.
Hart, S. A., Soden, B., Johnson, W., Schatschneider, C., & Taylor, J. (2013). Expanding the environment: Gene × school-level SES interaction on reading comprehension. Journal of Child Psychology & Psychiatry, 54, 1047–1055.
Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge: Cambridge University Press.
Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin: Southwest Educational Development Laboratory.
Ho, A. N., & Guthrie, J. T. (2013). Patterns of association among multiple motivations and aspects of achievement in reading. Reading Psychology, 34, 101–147.
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44(3), 218–253.
Mol, S. E., Bus, A. G., & De Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007.
Otter, M. E. (1993). Leesvaardigheid, leesonderwijs en buitenschools lezen: Instrumentatie en effecten [Reading ability, reading instruction and leisure time reading: Instruments and effects]. Amsterdam: SCO.
Pressley, M. (2000). Comprehension instruction: What makes sense now, what might make sense soon. In M. L. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III. New York: Longman.
Pressley, M., El-Dinary, P., Wharton-McDonald, R., & Brown, R. (1998). Transactional instruction of comprehension strategies in the elementary grades. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 42–56). New York: The Guilford Press.
Raven, J. C., Court, J. H., & Raven, J. (1977). Standard progressive matrices. London: Lewis.
Ravid, D., & Tolchinsky, L. (2002). Developing linguistic literacy: A comprehensive model. Journal of Child Language, 29, 417–447.
Schumaker, J. B., Deshler, D. D., & Ellis, E. S. (1986). Intervention issues related to the education of LD adolescents. In J. K. Torgeson & B. Y. L. Wong (Eds.), Learning disabilities: Some new perspectives. New York: Academic.
Siegel, L. (2003). Bilingualism and reading. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 287–302). Amsterdam: John Benjamins.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272–286.
Swan, E. A. (2003). Concept-oriented reading instruction: Engaging classrooms, lifelong learners. New York: Guilford Press.
Teale, W. H., & Sulzby, E. (1987). Literacy acquisition in early childhood: The roles of access and mediation in storybook reading. In D. A. Wagner (Ed.), The future of literacy in a changing world (pp. 111–130). New York: Pergamon Press.
Tiu, R. D., Thompson, L. A., & Lewis, B. A. (2003). The role of IQ in a component of reading. Journal of Learning Disabilities, 36, 424–436.
Tolchinsky, L. (2003). The cradle of culture and what children know about writing and numbers before being taught. Mahwah: Lawrence Erlbaum.
Tolchinsky, L., Bigas, M., & Barragán, C. (2012). Pedagogical practices in the teaching of early literacy in Spain: Voices from the classroom and from the official curricula. Research Papers in Education, 13, 206–236.
Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313–330.
Verhoeven, L. (2010). Second language reading acquisition. In M. L. Kamil, P. D. Pearson, E. B. Moje, & P. Afflerbach (Eds.), Handbook of reading research (pp. 661–683). New York: Taylor & Francis.
Verhoeven, L. T. W., & van Leeuwe, J. F. J. (2012). The simple view of second language reading throughout the primary grades. Reading and Writing, 25(8), 1805–1818.
Verhoeven, L., & Vermeer, A. (1992). Reading Vocabulary Test [LVS – Leeswoordenschat-taak, E5 en E6]. Arnhem: CITO.
Verhoeven, L., & Vermeer, A. (2006). Sociocultural variation in literacy achievement. British Journal of Educational Studies, 54, 189–211.
Vermeer, A. (2001). Breadth and depth of vocabulary in relation to acquisition and frequency of input. Applied Psycholinguistics, 22, 217–234.
Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). The role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432–445.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Verhoeven, L., van Elsäcker, W. (2016). Home and School Predictors of Reading Achievement in Linguistically Diverse Learners in the Intermediate Primary Grades. In: Perera, J., Aparici, M., Rosado, E., Salas, N. (eds) Written and Spoken Language Development across the Lifespan. Literacy Studies, vol 11. Springer, Cham. https://doi.org/10.1007/978-3-319-21136-7_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-21136-7_5
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-21135-0
Online ISBN: 978-3-319-21136-7
eBook Packages: Social SciencesSocial Sciences (R0)