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1.
It has been suggested that linguistic proximity affects the ease of acquisition between typologically similar languages, due to the fact that the languages have shared phonological and orthographic properties (Koda, 2008). Thus, a native Hebrew speaker learning Arabic as a foreign language (AFL) would be expected to easily develop linguistic proficiency. This study examined the developmental trajectory for spelling in AFL among native Hebrew speaking adolescents, with specific attention to the development of accurate representations for four novel phonemes and their graphic symbols ( ). The sample included eighth (N = 119), ninth (N = 125), and tenth graders (N = 91). We were further interested in examining the contribution of orthographic as opposed to phonological knowledge to spelling in AFL. Five experimental tasks were created for the study: real word recognition, orthographic sensitivity, auditory discrimination, and dictation of real and pseudowords. Findings for the eighth grade replicated earlier findings for real word spelling (Fragman & Russak, 2010) showing 20 % accuracy scores. While spelling accuracy improved by tenth grade, scores remained extremely low (25 %). Lexical representations for the four novel phonemes tested were also generally low, with different levels of accuracy for each phoneme. It is possible that the difficulties were the result of interference from shared linguistic elements. Finally, it was found that both orthographic as well as phonological knowledge contribute to real and pseudoword spelling. Implications of these findings are discussed in relation to language teaching policy and pedagogy. 相似文献
2.
Katherine I. Martin 《Reading and writing》2017,30(2):279-298
Orthographic knowledge, the general ability to learn, store, and use information about the orthographic form of words (Stanovich & West, 1989), is a crucial skill for supporting literacy. Although the development of first language (L1) orthographic awareness is impacted by the characteristics of a learner’s L1 writing system, relatively little is known about what impact the L1 may have on second language (L2) orthographic awareness. In this study, English language learners from three L1s (French, Hebrew, Mandarin Chinese), plus L1 English speakers, were tested on their English spelling knowledge using a word-pseudohomophone discrimination task. In addition to allowing for the cross-linguistic comparisons, items were designed to examine whether learners had differing performance on pseudohomophones (misspellings) that targeted vowels versus consonants. Consistent with previous research (e.g., McBride-Chang, Bialystok, Cong, & Li, 2004), the L1 Chinese speakers had the highest (L2) accuracy, followed by the L1 Hebrew and the L1 French speakers. The participants from non-alphabetic languages (Hebrew and Chinese) had significantly lower accuracy on items with misspellings involving vowels compared to consonants, and the size of the vowel-consonant accuracy difference varied substantially across L1 groups. The results demonstrate that the characteristics of a learner’s L1 writing system, particularly the existence of vowel and consonant graphemes, impact the development of L2 orthographic knowledge and sensitivity to different types of word misspellings. 相似文献
3.
Longitudinal predictors of reading and spelling across languages varying in orthographic consistency
George K. Georgiou Minna Torppa George Manolitsis Heikki Lyytinen Rauno Parrila 《Reading and writing》2012,25(2):321-346
We examined the longitudinal predictors of nonword decoding, reading fluency, and spelling in three languages that vary in
orthographic depth: Finnish, Greek, and English. Eighty-two English-speaking, 70 Greek, and 88 Finnish children were followed
from the age of 5.5 years old until Grade 2. Prior to any reading instruction, they were administered measures of phonological
awareness, letter knowledge, and rapid naming speed. In Grade 2, they were administered measures of nonword decoding, text-reading
fluency, and spelling. The results showed that the model for nonword decoding in Greek was similar to that of Finnish (both
have consistent grapheme-to-phoneme mappings) while the model for spelling in Greek was similar to that of English (both have
some inconsistent phoneme-to-grapheme mappings). In addition, the models for nonword decoding and spelling in Finnish were
similar, because Finnish is consistent in both directions. Letter knowledge dominated the prediction in each language. The
predictable role of orthographic consistency on literacy acquisition is discussed. 相似文献
4.
5.
Jennifer Yusun Kang 《Reading and writing》2012,25(6):1307-1326
This study examines the relationship between phonological awareness (PA) in the two languages of Korean English as a foreign language learning children in relation to L1 characteristics and school experiences, and its predictive role in word decoding skills in each language. Seventy-two 5?C6-year-old Korean children who had attended English-medium preschools and kindergartens for at least 18?months were tested on a range of PA and emergent literacy skill measures in both Korean (L1) and English (L2). The findings indicate that the phonological representations of the participants reflect more of the L1, rather than school language, characteristics. In addition, L1 PA, syllable and phoneme awareness in particular, was predictive of L2 decoding abilities after accounting for L2 PA and emergent literacy skills. The results are discussed in terms of language-specific L1 phonological and orthographic characteristics, as well as their L2-learning contexts. 相似文献
6.
This study is an investigation into theinterconnections among three languages, Arabic,Hebrew and English, each of which has adifferent orthography. Hebrew and Arabic havemore in common with each other than withEnglish; they are considered ``shallow'orthographies if vowelized and ``deep'orthographies if unvowelized. The reading,language, and working memory skills of 70trilingual Israeli-Arab students, aged 14–15,were assessed. Arabic was their maininstructional language in school, and Hebrewand English were studied as required subjects.All these adolescents studied Hebrew from thethird grade and English from the fourth grade.They were administered word and pseudowordreading, language, orthographic, and workingmemory tests in Arabic, Hebrew, and English. Inspite of differences among these threelanguages, the majority of the children showedadequate proficiency in three languages. Asignificant relationship was found between theacquisition of word and pseudoword readingskills, working memory, and syntactic awarenessskills within and across the three languages.Trilingualism of this nature seems not to havenegative consequences (and may even havepositive consequences) for the development oforal language and reading skills in the threelanguages in spite of their differentorthographies. 相似文献
7.
The importance of cognitive and language skills on reading and spelling development were investigated in a cross‐linguistic longitudinal study of 737 English‐speaking children (US/Australia) and 169 Scandinavian children (Norway/Sweden) from preschool to Kindergarten and Grade 1. The results revealed that phonological awareness and print knowledge were the strongest predictors of early reading and spelling across orthographies. The contribution from rapid naming to literacy development was low in Kindergarten, but similar to that of phonological awareness and print knowledge in Grade 1. The present study identified a significant difference across orthographies in the effects of print knowledge and general verbal ability on spelling in Kindergarten. However, this pattern was explained by cultural rather than orthographic differences. The results indicate that cognitive and language skills underlying early reading and spelling development are similar across alphabetic orthographies. 相似文献
8.
Information about children's cultural and linguistic diversity and language acquisition patterns is important for the development of sustainable educational practices. While there is some knowledge about language maintenance and loss in adults and older children, there is limited information about young children. The first three waves of data from the Longitudinal Study of Australian Children (LSAC), involving 4252 young children, were considered longitudinally over the first five years of life to identify patterns of language maintenance and loss among those who speak languages other than English. The most common languages other than English spoken by the children were Arabic, Vietnamese, Italian, Spanish, and Greek and 9.1% of all children were reported to use a language other than English at wave 1, 15.7% at wave 2, and 15.2% at wave 3. Overall, 91.5% of children maintained speaking a language other than English between wave 1 and wave 2, and 86.6% did so between wave 1 and wave 3. Children's patterns of language acquisition and loss over the first five years of life varied within and between language groups. For example, Arabic-speaking children tended to maintain Arabic throughout early childhood, whereas Italian-speaking children's use of Italian decreased over the first five years of life while use of English steadily increased. Environmental and personal factors such as parental language use, presence of a grandparent in the home, type of early childhood care, first- and second-generation immigrant status, and parental perception of support from the educational environment were related to language maintenance among non-English speaking children. 相似文献
9.
This study examined English as a foreign language (EFL) spelling development amongst 233 fifth‐grade, eighth‐grade and 10th‐grade Hebrew first‐language speakers to examine effects of English orthographic exposure on spelling. Good and poor speller differences were examined regarding the acquisition of novel phonemes (/æ/, /Λ/ and //) and orthographic conventions (/ð/, /θ/, // and silent ‘e’). Hebrew measures included standardised spelling and orthographic and phonological tasks. Experimental English measures included real‐word and pseudoword spellings, orthographic tasks and standardised spellings. Results showed significant differences in spelling accuracy between good and poor spellers at all grades. Spelling accuracy for most conventions did not improve after the eighth grade. Spellings of consonantal clusters, initial h and /ð/ differed between good and poor spellers in the fifth grade only. Hebrew spelling was one of the strongest predictors of EFL real‐word and pseudoword spellings in both fifth and eighth grades. Implications for teaching practice are discussed. 相似文献
10.
The contribution of linguistic and cognitive variables to reading processes might vary depending on the particularities of the languages studied. This view is thought to be particularly true for Arabic which is a diglossic language and has particular orthographic and morpho-syntactic systems. This cross-sectional study examined the contribution of phonological, orthographic, morphological, semantic, syntactic, visual perception, rapid automatic naming and phonological working memory abilities to decoding and fluency (the two components of reading). The results, obtained from 1305 native Arabic-speaking children in first–sixth grade, were analyzed using path models. The analysis revealed that memory and orthographic knowledge contributed to both components of reading, while phonological awareness contributed mainly to decoding and rapid automatic naming contributed to fluency. The contribution of morphology to the two components, which appeared already in the first grade, was weak and inconsistent. Finally, the results showed that visual perception, semantics, and syntax predicted neither decoding nor fluency. The data presented here suggest that reading development in Arabic differs from other languages, a finding that might explain certain difficulties in reading acquisition in Arabic. The results are discussed in the light of previous findings in the literature and the specific features of Arabic. 相似文献
11.
Vowels in Spanish have direct one-to-one letter-sound correspondences, whereas vowels in English usually have multiple spellings. For native Spanish-speaking children learning to spell in English, this transition from a shallow to a deep orthography could potentially cause difficulties. We examined whether the spelling of English vowel sounds was particularly difficult for native Spanish-speaking children, and whether the errors are consistent with Spanish orthographic rules. Twenty-six native Spanish-speaking and 53 native English-speaking children in grades 2 and 3 were given real-word and pseudoword spelling tasks in English that included words containing four vowels that have different spellings between Spanish and English. Results supported our hypothesis—native Spanish-speaking children committed significantly more vowel spelling errors that were consistent with Spanish orthography. The number of vowel spelling errors not consistent with Spanish orthography did not differ between the two language groups. These findings suggest that orthographic properties of the children’s native language influence their learning to spell in a second language. Educational implications address how knowledge of this cross language influence can aide teachers in improving spelling instruction. 相似文献
12.
Liat Feder 《The Journal of educational research》2020,113(3):226-243
AbstractThis research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers. 相似文献
13.
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive
is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed
to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and orthographic processing
skills in Spanish (L1) in 89 Spanish-English bilingual children in grades 2 and 3. Comparable measures in English and Spanish
tapping phonological and orthographic processing were administered to the bilingual children. We found that cross-language
phonological and orthographic transfer occurs from Spanish to English. Specifically, the Spanish phoneme deletion task contributed
a significant amount of unique variance to English word reading and spelling, for both real words and pseudowords. The Spanish
homophone choice task predicted English reading, but not spelling. Taken together, these results suggest that there are shared
phonological and orthographic processes in bilingual reading; however, orthographic patterns may be language specific, thereby
not likely to transfer to spelling performance. 相似文献
14.
In a previous study [Schwartz et al. (2005). Written Language and Literacy, 8, 179–207] we showed that early literacy in Russian (L1) facilitated decoding acquisition in Hebrew (L2) among Russian-Hebrew
first graders. The present study examined two alternative explanations for this finding. The first account concerns the general
benefits of an early start in literacy. The second relates to the specific meta-linguistic insights engendered by early exposure
to a fully fledged orthography—Russian. We therefore compared two groups who had acquired literacy prior to the onset of schooling:
bi-literate bilinguals (Russian L1 literates and Hebrew L2 learners) (n = 26) and early-literacy monolinguals (Hebrew-speaking monolinguals) (n = 18). The research was conducted in two stages. First, linguistic, meta-linguistic and cognitive tasks in Hebrew were administered
to all children and in Russian to the bilinguals at the beginning of the first grade. Next, reading and writing skills in
Hebrew were assessed at the end of the first grade. Bi-literate bilinguals showed superior levels of phonological awareness
on an initial phoneme isolation task in Hebrew compared to other three groups. In addition, the bi-literate bilinguals were
found to be superior to the early-literacy monolinguals on measures of word and pseudoword accuracy, which are known to depend
heavily on phonological processing efficiency, but not on fluency and spelling measures, which are more reliant on stored
orthographic information. This pattern of outcomes was attributed to the facilitating effects of an orthography characterized
by a fully fledged alphabet, in contrast to Hebrew’s primarily consonantal orthography, as well as the complex syllabic structure
of Russian. 相似文献
15.
The paper reported an exploratory study that tested (a) the relationship between phonological and morphological awareness
in English (L1)–Arabic (L2) bilingual children in Canada (N = 43), and (b) the relevance of these skills to word and pseudoword reading accuracy, and to complex word reading fluency.
The results showed a significant correlation between phonological awareness in English and in Arabic. However, morphological
awareness in the two languages was not correlated. Phonological awareness predicted reading cross-linguistically, but only
Arabic morphological awareness predicted word reading in English. Moreover, while both phonological and morphological awareness
in English predicted independent unique variance in English word reading, only phonological awareness in Arabic predicted
Arabic word reading. Complex-word reading fluency was predicted by morphological awareness within both languages. Similarly,
in both languages, phonological awareness was the single factor predicting pseudoword decoding accuracy. The results are discussed
in terms of cross-linguistic differences between English and Arabic in orthographic depth and in morphological structure and
transparency. 相似文献
16.
This study examined whether factors affecting first language reading acquisition also affect English Foreign Language (EFL)
reading acquisition. Hebrew (L1) and EFL reading related measures were administrated to 145 fourth graders from the north
of Israel who were beginning their first year of English instruction. Results from a Linear Structural Equational Analysis
(LISREL) showed that the Hebrew independent variable consisting of morphological and phonological awareness, orthographic
ability, and word reading (accuracy and speed) predicted EFL knowledge of letter sounds and names, word attack and reading
comprehension. In addition to the Hebrew independent variable, English word recognition (accuracy and speed) predicted English
reading comprehension. These results support the Linguistic Coding Differences Hypothesis (LCDH), which argues for core linguistic
abilities that influence first and subsequent language reading acquisition. 相似文献
17.
We tested the effects of morphological and orthographic differences between English, Hebrew, and Arabic on the functioning of the two cerebral hemispheres. University students who were native speakers of each of the three languages performed a lateralized consonant-vowel-consonant (CVC) identification task. The stimuli were presented vertically in three conditions: left visual field (LVF), right visual field (RVF), and bilaterally (BVF). Three dependent measures were used: (1) exposure duration of the stimuli in order to achieve a 50% error rate, (2) total number of errors in each presentation condition and (3) the difference between errors on the first letter and errors on the last letter, a qualitative measure of sequential processing. Arabic readers required longer exposure durations of the syllables in order to achieve a 50% error rate than Hebrew readers, who in turn, required longer exposure durations than native English readers. Readers of all three languages evinced left hemisphere specialization for this linguistic task and a bilateral advantage. The qualitative patterns revealed that the Arabic and Hebrew speakers showed the same hemispheric difference pattern, that was different from the one shown by English readers, and that Arabic readers showed a qualitative pattern suggesting higher levels of sequential processes in both hemisphere than readers of Hebrew and English. We interpret this as reflecting the adaptation of hemispheric abilities to reading languages that differ in morphological structure and orthography. 相似文献
18.
How simple is reading in Arabic? A cross‐sectional investigation of reading comprehension from first to sixth grade 
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下载免费PDF全文 - The ‘simple view of reading’ model explains reading comprehension as the product of decoding and listening comprehension.
- This model explains between 70% and 83% of the variance in reading comprehension in English, in which the contribution of decoding and listening comprehension varies as a function of the level of the readers.
- Orthographic transparency and other unique characteristics of the languages studied might influence reading comprehension in these languages
- Arabic is a diglossic language that is characterised by relatively unique orthographic and morphological features for which the validity of the simple view of reading (SVR) has not been tested.
- The basic components of the SVR (decoding and listening comprehension) have explained between 56% and 38% of the variance in reading comprehension in children from the first to the sixth grade.
- Decoding, as one of the basic components of the SVR, failed to contribute to reading comprehension when orthography and morphology were considered.
- This large‐scale cross‐sectional study is the first of its type to assess reading comprehension in Arabic.
- The study justifies the necessity to assess the suitability of the SVR in languages with very specific linguistic characteristics such as Arabic.
- The results emphasise the necessity of considering the complex orthography and the rich morphology of Arabic for improving teaching, assessment and intervention.
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20.
Ken Spencer 《Journal of Research in Reading》1999,22(3):283-292
Some languages have simple grapheme-phoneme codes in which there is a one-to-one mapping, making them easy to teach and learn, while others have more complicated structures and are more difficult for teachers and students. There is now an increasing number of studies which demonstrate that readers in more transparent orthographies such as Italian, Spanish, Turkish, Greek and German have little difficulty in decoding written words, while English children have many more problems. Increasingly, lack of orthographic transparency in English is seen as having a powerful negative effect on the development of literacy skills in English-speaking children. In the present study, the word factors associated with poor spelling in 5 school year-groups (ages 7 to 11 years) are identified as: (a) frequency of the word in the English language, (b) length of the word and (c) a measure of the phoneticity of the word. The concept of word phoneticity is explored and data is presented illustrating the predictive model of spelling. The implications the model has for teaching and learning English are discussed, with particular reference to the beneficial effects that greater orthographic transparency would have for children. 相似文献