Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: children with poor comprehension (PC), children with poor word reading and poor comprehension (poor readers, PR) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures.

Orly Lipka and Linda Siegel. The Development of Reading Comprehension Skills in Children Learning English as a Second Language. In: Reading & writing. vol. 25, 2012, p. 1873-1898. Internet

Reading comprehension is a multi-dimensional process that includes the reader, the text, and factors associated with the activity of reading. Most research and theories of comprehension are based primarily on research conducted with monolingual English speakers (L1). The present study was designed to investigate the cognitive and linguistic factors that have an influence on reading comprehension in English-as-a-Second-Language (ESL) speakers. The cognitive aspects of reading comprehension among L1 speakers and ESL speakers in the seventh grade were investigated. The performance of both groups was compared and the role of some relevant processes, including word reading, word reading fluency, phonological awareness, working memory, and morphological and syntactic awareness were assessed. Within this sample, three groups were examined: children with poor comprehension (PC), children with poor word reading and poor comprehension (poor readers, PR) and children with both good word reading and comprehension abilities (good comprehenders, GC). The results demonstrated that a variety of cognitive processes, such as working memory and phonological, syntactic, and morphological awareness are important for reading comprehension and compromised in poor comprehenders. The GC group performed better than the PC group on all of the cognitive measures.

Orly Lipka and Linda Siegel. The Development of Reading Comprehension Skills in Children Learning English as a Second Language. In: Reading & writing. vol. 25, 2012, p. 1873-1898. Internet

The United States is one of the most diverse nations in the world. Its dynamic population of about 300 million boasts more than 30 million foreign-born individuals who speak numerous languages and dialects. Some one million new immigrants arrive each year, many from Asia and Latin America.

Literature in the U.S today is likewise dazzlingly diverse, exciting, and evolving. New voices have arisen from many quarters, challenging old ideas and adapting literary traditions to suit changing conditions of the national life. Social and economic advances have enabled previously underrepresented groups to express themselves more fully.

It is clear that American literature at the turn of the 21st century has become democratic and heterogeneous. Regionalism has flowered, and international, or “global”, writers refract U.S culture through foreign perspectives.

Kathryn Vanspanckeren. Outline of American Culture Revised edition. Published by the United States Department of State. 1994.