| The present study addressed a central question pertaining to the development of literacy for English as a Second Language (L2) students: Does L2 reading take on the same developmental trajectory as English as a First Language (L1) reading, or are there unique aspects of L2 reading which differ from the established L1 processes? The total sample (N = 108) was comprised of two groups: 72 L2 (Punjabi speaking) and 36 L1 (English speaking) first grade children, whose skills in the subcomponents of reading comprehension, including listening comprehension, were compared. Findings indicate that the primary skills which account for the variance in reading comprehension did differ for children in the two language groups. By beginning to define the developmental trajectories of the subcomponents of reading comprehension in L2 first graders, a basis for establishing a norm, or point of comparison, for normal progress in English literacy can be established. |
