Browsing by Subject "Phonological awareness"
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Item The effects of L1 orthographic features and phonological awareness on Chinese speakers learning to read in English(2010-12) Moody, Joe William; Sardegna, Veronica G.; Schallert, DianeThis report focuses on language transference between alphabetic (English) and logographic, non-alphabetic (Chinese) languages, with respect to the importance of phonemic awareness in literacy acquisition. Within large ESL/EFL classrooms, language learners from all cultures are taught in the same way. Instruction rarely caters for specific problems directly associated with L1 transfer or the learner’s culture. The purpose of this report is not only to gain a better understanding of the differences in literacy acquisition between the two languages (English and Chinese), but also to assess the impact of this difference on Chinese children learning how to read in English. Research is examined that focuses on the role that phonemic awareness plays in the acquisition of English literacy and in the acquisition of Chinese literacy. The relationship between Chinese orthographic features and word recognition processing in English as a second language is explored as well as cross-language transfer of phonological awareness and its effect on English literacy acquisition. Pedagogical implications are also discussed on how to apply these findings to the classroom for instructors of English as a second language.Item Learning disabilities in the foreign language classroom: implications for reading in Spanish(2009-08) Roggero, Sarah Davis; Plakans, Lia; García, Shernaz B.The purpose of this report is to inform foreign language (FL) educators about students with learning disabilities (LD) so that instruction can better serve their needs. It applies this to Spanish FL education in the United States, examining reading performance due to the role of reading in academic success and the prevalence of reading LD. The report outlines reading models and the cognitive processes within these approaches to explain how students read. With this understanding, the report examines LD, focusing on the role of phonemic awareness in L1 and FL reading. It analyzes reading instruction in English and Spanish in order to evaluate existing FL strategies and propose new interventions. From this report, educators should gain an understanding of how LD in reading impacts FL and how reading could be better addressed in the Spanish FL classroom.Item The long-term effects of phonological awareness intervention for two populations of at-risk children : a review of the literature(2012-05) Wansa, Charlotte Ruth; Peña, Elizabeth D.; Bedore, LisaThe primary purpose of the present review was to determine why conflicting findings have been reported regarding the long-term effects of phonological awareness training for children from low socioeconomic status families (low-SES) and children with familial risk for reading impairment. Four aspects of intervention were analyzed for each of the studies: service delivery, content of intervention, length of sessions, and total number of sessions. The second purpose of the review was to determine which aspects of intervention had the largest effect on improving later reading skills as well as if general aspects were beneficial to both at-risk groups or if there were population-specific factors. A total of ten intervention studies, five involving children from low-SES and five involving children with familial risk for reading impairment, were reviewed. Of the ten interventions reviewed, only three interventions, two involving children from low-SES and one involving children at familial risk for reading impairment, demonstrated successful long-term effects on reading. The remaining interventions demonstrated differences across the four aspects analyzed and conflicting long-term outcomes. As no population specific factors were observed across studies, the similarities found in the three successful interventions suggest that a general intervention program can be beneficial for both populations of at-risk children.