Supplemental Material for Universal and Language-Specific Predictors of Early Word Reading in a Foreign Language: An Analysis of the Skills That Underlie Reading Acquisition in Three Different Orthographies

2018 ◽  
Keyword(s):  
Foreign Language ◽  
Word Reading ◽  
Reading Acquisition ◽  
Different Orthographies

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals Beyond words: An analysis of skills underlying reading and vocabulary acquisition in three foreign languages

2021 ◽  
pp. 1-16
Author(s):  
Madelon van den Boer ◽  
Maaike H. T. Zeguers
Keyword(s):  
Foreign Language ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Acquisition ◽  
Foreign Languages ◽  
Orthographic Transparency ◽  
Sentence Reading ◽  
End Of Grade

Abstract To capture the complexity of foreign language literacy acquisition, we investigated cognitive skills underlying word reading, sentence reading, word vocabulary and sentence vocabulary in three different foreign languages. Students fluent in Dutch simultaneously acquired three foreign languages that differed in orthographic transparency and writing system (Spanish, French, Chinese). Cognitive skills at the start of literacy acquisition (Grade 7) were longitudinally related to literacy attainment in each of the foreign languages after two years of instruction (end of Grade 8). Structural equation regression models indicated that three areas (word and sentence vocabulary, and sentence reading) related most strongly to verbal and nonverbal intelligence, indicating the involvement of academic skills. For word reading the influence of cognitive skills appeared language specific. Across languages, native reading skills seemed to be employed to varying degrees of efficiency to decipher foreign words, more so for foreign languages with a smaller orthographic distance from the native language.

Phonological recoding skills and learning to read: A longitudinal study

1984 ◽  
Vol 5 (3) ◽  
pp. 201-207 ◽  
Author(s):  
A. F. Jorm ◽  
D. L. Share ◽  
R. Maclean ◽  
R. G. Matthews
Keyword(s):  
Longitudinal Study ◽  
Reading Achievement ◽  
Word Reading ◽  
Reading Acquisition ◽  
Nonsense Word ◽  
Phonological Recoding ◽  
Verbal Intelligence ◽  
Learning To Read ◽  
Sight Word ◽  
Sight Word Reading

ABSTRACTThe study sought evidence consistent with the hypothesis that phonological recoding of printed words is important during reading acquisition. Children at the end of their Kindergarten year were given a test of nonsense word reading (as a measure of phonological recoding skill) as well as tests of sight word reading and verbal intelligence. Two groups of 28 children were matched on sex, school attended, sight word reading, and verbal intelligence, but differed on phonological recoding skill. If phonological recoding was important in reading acquisition, the children with greater skill in this area should make greater gains in reading achievement over the following years. When reading achievement was tested at the end of Grades 1 and 2, these children were found to be significantly ahead.

Cognitive Enhancement Training (COGENT©): What Is It? How Does It Work With a Group of Disadvantaged Children?

2006 ◽  
Vol 5 (3) ◽  
pp. 328-335 ◽  
Author(s):  
J.P. Das ◽  
Denyse Hayward ◽  
S. Samantaray ◽  
J.J. Panda
Keyword(s):  
Foreign Language ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Word Reading ◽  
Literacy Skills ◽  
Cognitive Test ◽  
Language And Literacy ◽  
Cognitive Measures ◽  
Learning Modules ◽  
Disadvantaged Children

A classroom-based program – COGENT©, consisting of five learning modules developed for the enhancement of cognitive, language, and literacy skills, was administered to a group of 11 disadvantaged children living in an orphanage in India. Pre- and posttests of reading and cognitive measures showed that 88% of the children made modest gains at posttest in word reading. The gains in the cognitive test scores were also encouraging with 54% of children showing gains in all four cognitive processing domains on which they were tested. All children responded positively to program activities and the interactive learning ambience. Cross-cultural concerns are discussed regarding cognitive processes involved in learning to read in a foreign language.

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