Based on the simple view of reading (SVR), we investigated factors associated with reading comprehension in Second Language (L2) minority children learning a highly consistent orthography through a network analysis. Bilingual and monolingual children participated in the research. Consistent with prior findings, reading speed supported reading comprehension for L1 learners, whereas, for L2 learners, correct decoding carried greater weight than reading speed. In monolingual children, vocabulary and morphosyntactic comprehension contributed jointly and independently to reading comprehension success. However, only vocabulary facilitated reading comprehension in bilingual children, with morphosyntactic skills showing no influence. While monolinguals benefitted from a rich vocabulary and good morphosyntactic knowledge for reading speed and accuracy, in bilingual children, only L2 reading speed was affected by linguistic skills.

中文翻译：

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儿童获得透明语言作为二语的阅读理解——基于简单阅读模型的研究


基于简单阅读视图 （SVR），我们通过网络分析调查了与第二语言 （L2） 少数民族儿童学习高度一致的正字法的阅读理解相关的因素。双语和单语儿童参与了这项研究。与之前的发现一致，阅读速度支持 L1 学习者的阅读理解，而对于 L2 学习者，正确的解码比阅读速度更重要。在单语儿童中，词汇和形态句法理解共同和独立地促进了阅读理解的成功。然而，只有词汇促进了双语儿童的阅读理解，形态句法技能没有影响。虽然单语者受益于丰富的词汇量和良好的形态句法知识，可以提高阅读速度和准确性，但在双语儿童中，只有 L2 阅读速度受到语言技能的影响。