Linguistic Threshold Hypothesis versus Linguistic Interdependence Hypothesis for ELL reading comprehension¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The review presents two dueling hypotheses about English Language Learners' reading, discussed by Bernhardt and Kamil (1995). Under the Linguistic Threshold Hypothesis, misinterpretation of English reading questions would be remedied "with direct instruction in metalinguistics and English grammar and language". Under the Linguistic Interdependence Hypothesis, L2 reading performance is viewed as greatly shared, transferable and intertwined with L1 reading ability, with both thought to emanate from the same core. Interpretation of ELL performance differences depends on one's stance in this debate.

Design Implications¶

Context¶

Requirements¶

• Interpreting ELL reading-comprehension results requires taking a stance in the LTH versus LIH debate.

Constraints¶

Target Learners¶

• English Language Learners

Target Learning Objectives¶

• L2 reading comprehension
• literal and inferential comprehension

Claims¶

• Preservation of the mother tongue predicts second-language achievement among migrant children [+W]

Related Theories¶

• The threshold hypothesis: two levels of bilingual competence mediate cognitive and academic effects of bilingualism
• Krashen's Monitor Model: five hypotheses distinguishing subconscious acquisition from conscious language learning
• Simple View of Reading: reading comprehension as the product of decoding and linguistic comprehension
• Simple View of Reading as the organizing framework for Spanish MAP Reading Fluency

Examples¶

• Primary Language Support with Bilingual Texts

Key Sources¶

• Fenton, Rebecca. (1998). Semantics and Syntax: Context Clues in Reading for Young Children. https://eric.ed.gov/?id=ED424564