The comprehension problems for second‐language learners with poor reading comprehension despite adequate decoding: A meta‐analysis

Abstract

We conducted a meta-analysis of 16 existing studies to examine the nature of the comprehension problems for children who were second-language learners with poor reading comprehension despite adequate decoding. Results indicated that these children had deficits in oral language (<i>d</i> = -0.80), but these deficits were not as severe as their reading comprehension deficit (<i>d</i> = -2.47). Second-language learners also had weaker oral language skills compared to native-speaking children regardless of comprehension status (<i>d</i> = -0.84). We discuss theoretical and practical implications of the finding that second-language learners who are poor at reading comprehension despite adequate decoding have deficits in oral language but the deficit is not sufficient to explain their deficit in reading comprehension.