Addressing the Lexical Quality Hypothesis and Language Comprehension in First and Second Language Learners
Year: 2016
Type: dissertation
Study design: Observational Study
Abstract: This study investigated whether there was evidence to support both the lexical quality hypothesis and simple view of reading in a grade 5 diverse sample of 94 English monolingual speakers (EL1) and 178 English Language Learners (ELL). Latent profile analyses conducted with the language groups together and separately revealed clusters consisting of good comprehenders, poor language, and poor word-level skills, with a fourth cluster of average comprehenders for the ELL group. Support was found for the lexical quality hypothesis as good comprehenders showed strong performance across phonological, orthographic and semantic component skills, while poor comprehenders showed profiles consistent with those of dyslexia or language impairment. In support of the simple view of reading, language comprehension emerged as a distinct deficit for those in the poor language group. Finally, more ELLs were identified as having poor language in the whole sample analysis than when compared only to other ELLs.
Source: TSpace (University of Toronto)
Author: Megan O’Connor
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2789212436