en undersøgelse af delfærdigheder i læseforståelse hos elever på mellemtrinnet
This article shows the results from a study with 232 Danish School Year 4 children. For 33 of them, both their parents had another language background than Danish. Children with Danish as their first language scored higher than children with Danish as their second language on measures of reading comprehension, vocabulary, and knowledge of text types, whereas no difference was found on measures of basic word reading skills. The differences persisted, even when SES was controlled. However, when dividing children into two groups, with and without reading comprehension difficulties, no differences were found when SES was controlled. Only the level of receptive vocabulary was statistically significantly below for children with Danish as their second language compared to children with Danish as their first language. Moreover, the study shows that for children whose first language is Danish, difficulties with reading comprehension were more commonly related to basic difficulties with word reading, whereas for children speaking Danish as their second language, reading comprehension difficulties were more commonly related to vocabulary and not to difficulties with basic word reading. Implications for practice are discussed.
Pædagogisk Psykologisk Tidsskrift, 2014, Vol 51, Issue 1, p. 3-18