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The study examined how the rate of grammatical verb tense marking errors in EL writing relates to reading comprehension performance. Participants were 5th graders receiving English support services (N=103). Data came from i-Ready and writing samples linked to end-of-year district writing assessments. Results showed a moderate negative correlation (r = −.431, p \u003C .010), with more tense errors associated with lower comprehension scores.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/go-going-goed-relation-between-verb-tense-errors-and-reading-comprehension-skills-in-english-learners/599469/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/go-going-goed-relation-between-verb-tense-errors-and-reading-comprehension-skills-in-english-learners/599469.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1790064749","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What relationship did the study find between verb tense errors and reading comprehension?","Question",{"text":111,"@type":112},"The study found a moderate negative correlation between verb tense errors and reading comprehension (r = −.431, p \u003C .010). Students with higher rates of verb tense errors earned lower reading comprehension scores.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Who participated in the research and what was their support context?",{"text":116,"@type":112},"The sample included 5th-grade English learners receiving English support services (N = 103).",{"name":118,"@type":109,"acceptedAnswer":119},"How were data collected to measure writing and reading comprehension?",{"text":120,"@type":112},"Samples were collected using i-Ready and writing samples. These were used to examine ELs’ reading comprehension in relation to tense marking errors in their written responses on the district writing assessment at the end of the school year.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},599469,1792088826,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},3985747859154,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","“Go,” “Going,”“Goed”: Relation Between Verb Tense Errors and Reading Comprehension Skills in English Learners  \nCommunication Disorders Quarterly 2024, Vol. 45(4) 244–252  \n© Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/15257401231188130](DOI: 10.1177/15257401231188130)[ ](DOI: 10.1177/15257401231188130)[cdq.sagepub.com](cdq.sagepub.com)  \nKiana Hines, MEd 1, Carla Wood, PhD 1, and Keisey Fumero, PhD 1  \nAbstract  \nSchool-age English learners (ELs) are faced with the challenging task of acquiring a foreign language while simultaneously reading academically demanding literature. Therefore, the current research aimed to examine the relation between the rate of grammatical tense marking errors made by ELs and their performance on measures of reading comprehension (RC). The sample for the current study included 5th-grade students who were categorized as ELs who were receiving English support services (N = 103). Samples were collected using i-Ready and writing samples. The samples were used to examine ELs’ RC in relation to tense marking errors in their written responses on the district writing assessment at the end of the school year. The results from the study revealed that there was a moderate negative correlation (r = −.431, p \u003C .010) between verb tense errors and reading comprehension. Students with high rates of verb tense errors received lower RC scores.  \nKeywords  \nelementary school age, limited English proficiency (LEP), English as a second language (ESL), bilingualism, dialects, Standard American, English language learning disorders, language delays/disorders, linguistics  \nThe U.S. Department of Education (2021) reports that during the 2017–2018 school year, there were more than 5 million English Learners (EL) who attended schools within the United States. The ELs are defined as students who are a national origin minority and present with limited English proficiency (U.S. Department of Education, 2017) . The student population classified as ELs comprise students with a wide range of English language skills within typically developing ELs (TD ELs) and also include EL students who present with language learning disorders (LLD) . Language learning disorders are characterized by difficulties with expressive and receptive language (ASHA, 1993) .  \nThe wide range of English language skill level in ELs such as the ability to speak, read, and write contributes to long-standing challenges in academic reading and writing performance in English. Moreover, this variation further contributes to the challenge of identifying ELs with LLD (Blom & Paradis, 2013; Verhoeven et al., 2011). According to the Nation’s Report Card (2019), ELs obtained an average scaled score of 191 on the reading assessments administered in 2019, which is considered below the basic proficiency cutoff of 208. In contrast, native Englishspeaking peers scored an average of 226 on the reading assessments. The National Assessment of Educational  \nProgress (NAEP) categorizes below basic proficiency as a lack of mastery of skills needed for grade-level promotion (National Center for Education Statistics [NCES], 2012) . The NCES (2012) reports that 80% of ELs performed below basic proficiency on writing assessments. When compared with same-age native English-speaking peers, the disproportionate reading and writing scores suggest that ELs need additional support to bolster their English reading and writing skills, which can lessen the risk of poor academic performance and school dropout (BowmanPerrott et al., 2010; Martínez et al., 2014; National Education Association, 2020) .  \nWhen considering the reading and writing challenges experienced by school-age ELs, it is important to acknowledge language features that are shared between both modalities (Kim, 2020) . An example of a shared language feature is verb production. Verb product","cbCaih3E8qH0CMxj","https://ap.wps.com/l/cbCaih3E8qH0CMxj","pdf",592221,"English","# Abstract\n## Participants and data sources\n## Results and correlation findings\n# Background and definitions\n## English learner population and proficiency gaps\n## Language learning disorders and shared language features\n# Study rationale and research focus\n## Verb production in writing and reading","[{\"question\":\"What relationship did the study find between verb tense errors and reading comprehension?\",\"answer\":\"The study found a moderate negative correlation between verb tense errors and reading comprehension (r = −.431, p \\u003c .010). Students with higher rates of verb tense errors earned lower reading comprehension scores.\"},{\"question\":\"Who participated in the research and what was their support context?\",\"answer\":\"The sample included 5th-grade English learners receiving English support services (N = 103).\"},{\"question\":\"How were data collected to measure writing and reading comprehension?\",\"answer\":\"Samples were collected using i-Ready and writing samples. These were used to examine ELs’ reading comprehension in relation to tense marking errors in their written responses on the district writing assessment at the end of the school year.\"}]","Go, Going, Goed - Relation Between Verb Tense Errors and Reading Comprehension Skills in English Learners | PDF",23]