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Reading and Writing - We examined the longitudinal contribution of awareness of inflections and derivations to reading comprehension in Arabic, a morphologically rich language, among 734 second... 相似文献
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Research suggests that morphological awareness facilitates word decoding, improves lexical knowledge, and helps reading comprehension (Carlisle, 2010; Nagy et al., 2014; Verhoeven & Perfetti, 2011). The present study examined the relationship among morphological awareness, word recognition and reading comprehension in 153 second- and fifth-grade Hebrew speakers at an elementary school in Israel. Students were given morphological awareness tests and tests for word recognition and reading comprehension. Three types of morphological awareness were analyzed: inflection, derivation and construct formation. Overall, students with low morphological awareness in derivation and construct formation showed relatively poor achievement in word recognition and comprehension. All three types were found to correlate with reading comprehension in readers with high morphological awareness. These readers also exhibited good reading skills. The results are discussed with regard to the special characteristics of Hebrew morphology and reading process, which aid morphological decomposition. 相似文献
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Randa Abbas Vered Vaknin-Nusbaum Ari Neuman Geraldine Mongillo Dorothy Feola Rochelle Goldberg Kaplan 《Cultura y Educación》2013,25(4):730-765
AbstractResearchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’. 相似文献
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The effectiveness of an intervention program aimed at improving morphological awareness was evaluated in Hebrew-speaking poor readers in Grade 5. The 12-week intervention in small groups focused on learning morphological structure of words by identifying, decomposing, and constructing morphologically complex words. Results were compared with a comparison group of similarly poor readers that participated in the school’s reading support program focused on reading comprehension strategies. The intervention group improved morphological awareness to a greater extent than the comparison group and also showed a clear advantage in their reading accuracy and reading comprehension. The results suggest that morphological instruction develops awareness of the morphemic structure of words that contributes to extracting meaning from texts. 相似文献
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Nevo Einat Vaknin-Nusbaum Vered Brande Sigalit Gambrell Linda 《Reading and writing》2020,33(8):1945-1970
The relationships between oral reading fluency, reading motivation and reading comprehension were examined at the beginning and the end of second grade among 121 Hebrew speaking students. The contribution of oral reading fluency and three sub-factors of motivation—self-concept as a reader, value attached to reading and literacy outloud (social interactions about literacy)—at the beginning of the school year to reading comprehension at the end of the year was also examined. Results indicate that all oral reading fluency measures and all motivational sub-factors were significantly correlated with reading comprehension at the end of second grade. In addition, positive change in self-concept as a reader along the school year was related to improvement in reading achievement. Finally, text rate and self-concept as a reader at the beginning of second grade together predicted 28% of the variance in reading comprehension at the end of second grade. The results support the notion that the cognitive approach to reading cannot explain all the variance in reading comprehension and emphasize the necessity of including motivational factors in the language arts curriculum in the early stages of reading acquisition.
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AbstractThis study examined changes in reading motivation and reading achievement among Hebrew-speaking first graders following an intervention program designed to increase intrinsic reading motivation. The program was delivered by the class teacher and focused on choosing relevant reading materials, providing choices for reading and encouraging social collaboration. Twenty-nine children in the intervention group (IG) were compared with 29 children in the control group (CG) who followed the official reading instruction program. During the year, the IG improved their reading motivation, while the CG declined in self-concept as a reader. Reading achievement improved more in the IG than in the CG. These findings suggest that a reading motivation program should be embedded in the regular reading acquisition curriculum to enhance children's reading motivation and improve their reading skills. Special attention should be paid to prevent a decline in young children's motivation as it may predict their future involvement in reading. 相似文献
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Reading and Writing - Though essay writing is an essential part of postsecondary education, it can be challenging for second language learners, who are required to organize ideas coherently in a... 相似文献
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The contribution of morphological awareness to reading comprehension in Hebrew was studied in 298 second grade students who practiced two types of inflections, plural and possessive. Reading tasks at the beginning and end of the school year indicated that all improved on all tests in that period. Orthographic word recognition and morphological awareness predicted reading comprehension at the end of year. Students with low (LPD) and high (HPD) phonological decoding skills clearly differed qualitatively in reading comprehension. In the HPD students it was predicted by awareness of possessive inflections; in the LPD students it was predicted by orthographic word recognition ability. The results highlight the importance of examining the different components of morphological awareness in readers with different levels of phonological decoding ability. 相似文献
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