How lexical quality predicts L2 reading comprehension in early bilingual education

ABSTRACT

This study investigated the impact of second language (L2) lexical quality on L2 reading comprehension in bilingual primary education. The participating children were taught in the L2 English for 30-50% of the time and the remaining time in their L1 Dutch. Seventy-three pupils from four different schools were assessed in the L2 on vocabulary, lexical specificity and phonological awareness in kindergarten, vocabulary, lexical specificity and decoding in grade 1, and reading comprehension in grade 3. L1 reading comprehension was tested in grade 2. Results showed that lexical specificity in kindergarten had a direct effect on L2 reading comprehension in grade 3, and phonological awareness in kindergarten had an indirect effect on L2 reading comprehension via L2 decoding skills in grade 1. These effects remained significant after taking L1 reading comprehension skills in grade 2 into account. The lexical specificity task, measuring specificity of phonological representations, had a more profound impact on reading comprehension than vocabulary. This highlights the importance of examining the specificity of phonological representations when it comes to studying L2 reading comprehension proficiency and implies that teachers should focus on L2 lexical specificity in bilingual kindergarten to build the foundation for L2 reading comprehension in grade 3.

KEYWORDS:

• Reading comprehension
• lexical quality
• lexical specificity
• vocabulary
• bilingual education

Acknowledgements

An expression of gratitude towards the children who participated in this study, the teachers who accommodated data collection within their school and the students and research assistants who helped collect the data.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Nederlandse Organisatie voor Wetenschappelijk Onderzoek: [Grant Number 023.009.050].

Notes on contributors

Hedi Kwakkel

Hedi Kwakkel, MSc. is an external PhD candidate at the Behavioural Science Institute of Radboud University and a primary school teacher in bilingual primary education.

Mienke Droop

Dr. Mienke Droop is assistant professor in Educational Sciences at the Behavioural Science Institute of Radboud University.

Ludo Verhoeven

Dr. Ludo Verhoeven is professor of Communication, Language and Literacy at the Behavioural Science Institute of Radboud University and professor of Language Innovation and Language Policy at University of Curaçao.

Eliane Segers

Dr. Eliane Segers is professor of Learning & Technology at the Behavioural Science Institute of Radboud University and scientific director of the Expertisecentrum Nederlands.