Reading comprehension depends on oral language competence and word reading ability, as per the simple view of reading. While this theory has been studied in Western, Educated, Industrialized, Rich and Democratic contexts, its applicability in different educational settings characterized by multilingualism, a lack of explicit reading instruction, and the challenges of poverty (as in South Africa) remains under-explored. We use secondary data from approximately 263 emergent bilinguals (approximately one-quarter isiZulu-English, three quarters Siswati-English) from the Second Early Grade Reading Study intervention. Participants completed tests of word reading fluency, vocabulary and reading comprehension in both of their school languages. Using within-language path models, we examine the effects of word reading fluency and vocabulary on reading comprehension and explore whether these relations differ by first language group or intervention group. Thus, we tease out the role of the language and educational context in influencing the skills related to reading comprehension in first language and English additional language.

中文翻译：

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检验新兴双语者阅读理解的简单观点的普遍性

从简单的阅读角度来看，阅读理解取决于口语能力和文字阅读能力。虽然这一理论已在西方、受过教育、工业化、富裕和民主的背景下进行了研究，但其在以多种语言、缺乏明确的阅读指导和贫困挑战（如南非）为特征的不同教育环境中的适用性仍有待探索。 。我们使用来自第二次早期阅读研究干预的大约 263 名新兴双语者（大约四分之一是祖鲁语-英语，四分之三是西斯瓦蒂语-英语）的二手数据。参与者用学校语言完成了单词阅读流利度、词汇量和阅读理解能力的测试。使用语言内路径模型，我们检查了单词阅读流畅性和词汇量对阅读理解的影响，并探讨这些关系是否因第一语言组或干预组而异。因此，我们梳理了语言和教育背景在影响第一语言和英语附加语言阅读理解相关技能方面的作用。