The unique contribution of vocabulary in the reading development of English as a foreign language. (22nd February 2021)

• Record Type: Journal Article
• Authors: Krepel, Alexander; de Bree, Elise H.; Mulder, Evelien; van de Ven, Marco; Segers, Eliane; Verhoeven, Ludo; de Jong, Peter F.
• Is Part Of: Journal of research in reading. Volume 44:Number 3(2021)
• Page Start: 453
• Page End: 474
• Publication Date: 2021-02-22
• Subjects: irregular word reading -- word reading development -- vocabulary -- orthography -- EFL; Reading -- Research -- Periodicals; Reading -- Periodicals; 418.4
• DOI: 10.1111/1467-9817.12350
• Languages: English
• ISSNs: 0141-0423

Abstract

Abstract : The opaque English orthography complicates learning to read, as irregular words, such as the word pint, cannot be Addread accurately by decoding. Studies with first language (L1) English children show that vocabulary facilitates word reading, especially in the case of irregular words. It is unclear whether this influence of vocabulary extends to children learning to read English as a foreign language (EFL). When learning EFL, words are often encountered in print first, potentially making orthographic knowledge especially important. Orthographic knowledge might partially account for the effect of vocabulary on irregular word reading. In this study, 455 Dutch students in their first year of formal English education (11–13 years, Grade 7) were followed. Their English vocabulary, orthographic knowledge, and irregular, regular and pseudoword reading skills were assessed in fall and spring. Commonality analyses showed that vocabulary contributed more to irregular than to regular or pseudoword reading, even when controlling for orthographic knowledge. Additionally, orthographic knowledge was related to irregular word reading concurrently, independent of vocabulary. Longitudinal analyses showed that vocabulary and orthographic knowledge also had independent effects on the development of irregular word reading, but not on regular or pseudoword reading. Overall, the predictors for EFL word reading were in line with previous L1 findings. Both EFL and L1 learners use vocabulary and orthographic knowledge to read irregular words. This suggests that the relationship between vocabulary and word reading is related to aspects of the English orthography itself. To enable EFL learners to read irregular words, it is important to teach the other constituents of word knowledge, that is, vocabulary and orthography. Highlights: What is already known about this topic For L1 English learners, vocabulary facilitates reading of words that cannot be read accurately by decoding (irregular words). Orthographic knowledge is also important for word reading, but its relative contribution compared with vocabulary is unknown. For L1 learners of more transparent languages, reading is less dependent on vocabulary. What this paper adds We investigated whether effects of vocabulary and orthographic knowledge on reading extend to reading in English as a foreign language for students with a semi‐transparent L1. For the first time, effects of vocabulary on irregular word reading were investigated longitudinally in a large sample. Shared and unique contributions of vocabulary and orthographic knowledge to both irregular and regular word reading were compared. Implications for theory, policy or practice Predictors for word reading are similar in EFL as in L1 English. Both vocabulary and orthographic knowledge make independent contributions to irregular word reading, including its development . To enable EFL learners to read irregular words, it is important to also train the other constituents of word knowledge, that is, vocabulary and orthography.