Relevance of the linguistic coding difference hypothesis to english as an additional language of literacy in Israel

Abstract

This study longitudinally examined first language as well as English as an additional language (EAL) predictors of EAL word recognition and reading comprehension amongst 77 - L1 Hebrew speaking ninth graders. The Linguistic Coding Differences Hypothesis was supported by phonological awareness measured in Hebrew making a significant contribution to explaining EAL word reading and reading comprehension. EAL spelling significantly predicted EAL word recognition. Knowledge of English vocabulary and RAN predicted EAL reading comprehension, showing the importance of understanding together with fluency and accuracy components underlying EAL reading comprehension.