What Heuristic Analysis of
Bilingual Readers' Performance
Tells Us About Second-language Reading
Jill Kerper Mora
San Diego State University
Summary of
a paper presented at the
National Reading Conference
Orlando, Florida
December 2, 1999
Abstract
This article presents a heuristic analysis of second-language (L2) reading based on a cross-linguistic interactive process model. The model is a composite of research in reading performance of L2 learners from the perspective of psycholinguistics, sociolinguistics, cognitive psychology and theories of cross-linguistic transfer of literacy skills. Data from 14 Mexican bilingual sixth graders’ performance in reading English on an informal reading inventory (Burns & Roe, 1993) are used to validate the theoretical constructs. Students" reading competency is described and categorized according to three cueing systems and seven points of cross-linguistic interaction that impact L2 decoding and comprehension. Heuristic analysis explains miscues and confusions in students’ oral performance and levels of comprehension. Findings are that students applied phonics rules consistently. Most miscues were in reading unfamiliar words. Confusions were attributed to lack of background knowledge and cultural concepts. Features of text including idiomatic expressions, stylized language and mixing of fantasy and real elements with dialogue also inhibited comprehension. Implications are that teachers should focus on meaning and text structure with bilingual readers to enhance comprehension and consider L2 acquisition factors in interpreting assessment data.
Theoretical framework
- From "interference" to cross-linguistic transfer
- Interactive process--interdependent systems
- Metalinguistic strategies
Three cueing systems
- Graphophonic
- Semantic/syntactic
- Discourse/meaning
Identifying points of cross-linguistic interaction
- To understand influences of L1 competency
- To observe L2 interlanguage
- For assessing strengths and weaknesses
- For planning appropriate instruction
Unanswered Questions about L2 Reading
- What is the best approach to reading instruction for L2 learners?
- Are L2 readers more alike than different in their literacy development when compared to native-English speaking peers?
- How important is primary-language literacy in raising literacy achievement of English language learners? Should L1 literacy instruction be sequential or simultaneous with English literacy instruction?
- Is there a "threshold" level of English oral proficiency that needs to be acquired before English language learners can achieve in literacy at a level comparable to their native-English speaking peers?
Case Study Students' Characteristics
- A cohort group of 14 Mexican bilingual sixth graders
- 8 years of dual language literacy instruction
- All scored at or above grade level in Spanish reading
- All performing well academically in Secretaría de Educación Pública (SEP) Mexican national curriculum
- Average of fourth grade reading level in English
Advantages of San Miguel Cohort Group Subjects
- Students had all received the same program of instruction, so variations in reading performance could be assumed to be individual
- Students were fully proficient readers in L1 with no academic deficits. Consequently, well-developed Cognitive Academic Language Proficiency (CALP) in their L1 was assumed.
- Students were all Spanish-dominant but had developed English oral language and biliteracy skills simultaneously
- Vasconcelos School had a regular American school curriculum taught by American teachers based on an immersion model. Used Silver Burdett reading program.
Methods
The researcher administered and scored an informal reading inventory (Burns & Roe, 1993) to each of the fourteen students according to the procedures outlined in the IRI manual. The individual sessions were audio recorded for more detailed analysis of students’ reading performance and characteristics of their oral English in responding to comprehension questions. Four students with average reading and oral language performance were selected for the purpose of heuristic analysis for this report. Specific features of students’ reading and responses to the IRI are described in grids based on the three cueing systems and seven points of cross-linguistic interaction.
Summary of Findings
- Most lapses in comprehension were due to lack of vocabulary and/or lack of background knowledge. Often this involved lack of knowledge of American culture and attempts to substitute familiar concepts and customs based on their own experiences.
- Most phonics miscues occurred in reading words that were unfamiliar. Otherwise, students rarely made decoding errors based on lack of competence in phonics. Their ability to decode words in context surpassed their word recognition skills on word lists.
- Students’ ability to comprehend the text surpassed their English oral skills in explaining their understanding of the meaning and ideas contained in the text. They superimposed their interlanguage onto the text. This did not interfere with comprehension and appeared to be an indication that they were reading for meaning rather than just decoding.
- Features of text were a significant determiner of successful comprehension. Students had difficulty with unfamiliar idioms and unusual sentence structures associated with style and discourse. They also were confused by mixture of fantasy, narration and dialogue in a single passage.
- Students used a variety of strategies to compensate for lack of vocabulary and/or oral skills in answering questions.
Implications for Cross-cultural Literacy Instruction
- Spanish-English bilingual readers can become skilled decoders of English. The focus of instruction for these students should be on building vocabulary and background knowledge for comprehension. We must be careful in assessing bilingual readers not to assume that miscues cause lapses in comprehension, but rather, that miscues may be caused by lack of comprehension.
- Oral language development can be enhanced by increased reading and "conversations" regarding what bilingual students read. Teachers should focus on helping them express ideas in more elaborate language. Interlanguage should be accepted, with attention to monitoring and refining oral expression and literacy skills concurrently.
- The whole language approach to literacy instruction matches the needs of these bilingual learners. Dual language literacy through immersion works over time. Growth in literacy achievement in L2 must be viewed as a long-term process.
- The informal reading inventory is a valuable assessment tool for L2 readers. It structures observations of the interaction between cueing systems. Cross-cultural teachers will benefit from training in how to interpret IRI data for biliterate and L2 readers.
References