Predictors of Listening and Reading Comprehension in EAL Learners

Predictors of Listening and Reading Comprehension in EAL Learners

Longitudinal datasets go beyond a snapshot view of children's cognitive and language abilities and allow us to predict expected patterns of development.

To explore language development in EAL children, Professor Ludovica Serratrice and Dr Alessandra Valentini are currently conducting a longitudinal study that will track the development of cognitive and language skills in 100 EAL students from Year 1 to Year 2 of primary school.

This project will contribute to our understanding of the trajectories of EAL learners' listening comprehension skills and on what predicts their ability to understand spoken language.

The project has 2 aims:

  1. to investigate the longitudinal development of language skills (vocabulary and syntax), and higher level skills (inferencing, comprehension monitoring and listening comprehension) from beginning of Year 1 to Year 2 of primary school
  2. to use measures of cognitive skills, core language skills and higher level skills at the beginning of Year 1 to predict listening and reading comprehension in Year 2

The study is being conducted in partnership with schools in Berkshire, Hampshire and West Berkshire.

Have a look at the website for the latest updates from the project:https://research.reading.ac.uk/bilingual-children/

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