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Does the Simple View of Reading Explain Korean Elementary EFL Learners’ Reading Comprehension?

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한국영어교육학회 (Korea Association Of Teachers Of English)|2021.09|영어교육 (English Teaching)|제76권 제1호|pp. 57-78|DOI 10.15858/engtea.76.1.202103.57

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참고문헌

키워드

phonological awarenesssimple view of elementary Korean EFL learnersreadi n g compre h ension
주제분류영어와문학

초록

Num erous studies have supported the simple view of reading by showing the significant predictive roles of oral language comprehension abilit y and decoding skills in the r e ading comprehension of monolinguals and second language learners. However, little is known about its applicability to young foreign language learners who do not have much access to the target language and literac y input outside the school and esp e cially t h ose whose first and second language s are typologically different. Th is study was designed to examine the contribution of English oral language comprehension abilit y and decoding skills to the read ing comprehension of fifth grade Korean EFL learne r s. In do i ng so, the indirect effects of oral language abi lit y and phonological awareness were also considered , and English reading fluency and Korean reading comprehension abilities were controll ed for . The findings not only support the simple view of rea d ing but a lso highlight the indirect effects of oral lang uage comprehension abilit y and phonological awareness on reading comprehension abilities via the effects of decoding skills.

Abstract

Num erous studies have supported the simple view of reading by showing the significant predictive roles of oral language comprehension abilit y and decoding skills in the r e ading comprehension of monolinguals and second language learners. However, little is known about its applicability to young foreign language learners who do not have much access to the target language and literac y input outside the school and esp e cially t h ose whose first and second language s are typologically different. Th is study was designed to examine the contribution of English oral language comprehension abilit y and decoding skills to the read ing comprehension of fifth grade Korean EFL learne r s. In do i ng so, the indirect effects of oral language abi lit y and phonological awareness were also considered , and English reading fluency and Korean reading comprehension abilities were controll ed for . The findings not only support the simple view of rea d ing but a lso highlight the indirect effects of oral lang uage comprehension abilit y and phonological awareness on reading comprehension abilities via the effects of decoding skills.

참고문헌 (59)

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