scholarly journals English Spelling Knowledge and Word Reading Skills of Arabic and Japanese ESL Learners

2018 ◽  
Vol 6 (3) ◽  
pp. 186
Author(s):  
Xiangying Jiang
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Word Reading ◽  
Literacy Experiences ◽  
Spelling Test ◽  
Esl Reading ◽  
Reading Measures ◽  
English Spelling ◽  
Esl Learners ◽  
L2 Literacy

<p><em>Previous research has demonstrated that L1 orthographic features and literacy experiences may influence some lower-level processing skills in L2 literacy development. The goal of this study is to expand understanding of this influence on the development of ESL word reading and spelling skills among a group of 49 intermediate-level Arabic learners of English as a Second Language (ESL) and a corresponding comparison group of 50 Japanese ESL learners. Data were collected on a spelling test, a reading comprehension test, and a series of word reading tasks which include reading words with a missing vowel, reading words with a missing consonant, reading a regular wordlist, and reading pseudo-words. The results indicated that at the same level of reading comprehension, the Japanese ESL group performed significantly better than the Arabic group on spelling and all the word reading measures except the accuracy and speed in reading words with a missing vowel. The study also found that the Arabic ESL learners were more adversely affected in both accuracy and speed of reading words with a missing consonant compared with reading words with a missing vowel. Furthermore, accuracy in reading words with a missing consonant was found to be the best predictor of reading comprehension for the Arabic group but for the Japanese group, spelling and accuracy in reading words with a missing consonant were both significant predictors of ESL reading comprehension. The findings were discussed in relation to previous research. Pedagogical implications were also addressed.</em></p>

Wechsler Individual Achievement Test–Third Edition Oral Language and Reading Measures Effects on Reading Comprehension in a Referred Sample

2016 ◽  
Vol 36 (3) ◽  
pp. 203-218 ◽  
Author(s):  
Jason R. Parkin
Keyword(s):  
Reading Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Achievement Test ◽  
Collective Effects ◽  
Skill Sets ◽  
Specific Effects ◽  
Individual Achievement ◽  
Reading Measures ◽  
Language Measures

Oral language and word reading skills have important effects on reading comprehension. The Wechsler Individual Achievement Test–Third Edition (WIAT-III) measures both skill sets, but little is known about their specific effects on reading comprehension within this battery. Path analysis was used to evaluate the collective effects of reading and oral language measures on reading comprehension in a total of 456 students referred for special education evaluations. Students were split randomly into two groups (calibration and validation) for model construction and testing. Results indicate that these measures demonstrate a number of effects on reading measures that go beyond the expressive/receptive distinction in the test manual and add to the validity evidence for the WIAT-III. Implications for practice and study limitations are discussed.

scholarly journals Arab ESL Secondary School Students’ Spelling Errors

2017 ◽  
Vol 5 (3) ◽  
pp. 16 ◽  
Author(s):  
Bandar Mohammad Saeed Al-Sobhi ◽  
Sabariah Md Rashid ◽  
Ain Nadzimah Abdullah ◽  
Ramiza Darmi
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Primary Objective ◽  
School Students ◽  
Spelling Errors ◽  
Spelling Test ◽  
Spelling Instruction ◽  
Daunting Task ◽  
English Spelling ◽  
Esl Learners

English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then categorised according to Cook’s (1999) classification of errors namely substitution, omission, insertion and transposition. In total, 2,873 spelling errors of various categories were identified. The study findings revealed that errors of substitution constituted the highest percentage of the students’ type of errors. In addition, the study indicated that the main causes of the students’ spelling errors were possibly attributed to the anomalous nature of the English spelling system, the Arab students’ lack of awareness of English spelling rules as well as L1 interference. Despite being conducted in an ESL context, the study was almost consistent with the findings indicated by other studies which were carried out in many Arabic EFL context. The findings suggest that spelling instruction should be emphasised while teaching English and should also be integrated with the skills and subskills of reading, writing, pronunciation and vocabulary in order to develop the students’ spelling accuracy.

scholarly journals Identifying Learners’ Difficulties in ESL Reading Comprehension

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Reading Comprehension ◽  
Secondary School ◽  
Language Learning ◽  
Secondary Students ◽  
Secondary School Students ◽  
School Students ◽  
English As Second Language ◽  
Esl Reading ◽  
Upper Secondary ◽  
Esl Learners

Reading is one of the fundamental skills in language learning and all English as Second Language (ESL) learners need to acquire it in order to master a language. However, statistics show that Malaysians are not reading enough especially the school students who are labeled as reluctant readers. This is deeply reflected in their reading comprehension which is one of the tested components in the SPM examination. Therefore, this study aimed to identify the learners’ difficulties in ESL reading comprehension. Thus, a survey was conducted among 80 upper secondary students in Johor. Questionnaires were used in the survey and given out to the respondents involved. The data obtained from the survey were analysed using SPSS. There were five categories of reading comprehension difficulties among the upper secondary school students. Based on the analysis, it was found that most of the students have agreed that the main difficulty faced by them in ESL reading comprehension is related to the reading process. Finally, the implications of these findings on ESL reading comprehension difficulties were discussed from the aspects of what the teachers could do in their teaching practices to address this issue and provide ways to solve them.

Morphological insensitivity in second language processing

2004 ◽  
Vol 25 (4) ◽  
pp. 603-634 ◽  
Author(s):  
NAN JIANG
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Processing ◽  
Word Reading ◽  
Morphological Knowledge ◽  
Second Language Processing ◽  
Language Competence ◽  
Esl Learners

Two competing explanations exist regarding the nature of morphological difficulty in adult second language acquisition: competence deficit versus performance deficiency. This study tested these explanations by examining English as a second language (ESL) learners' morphological performance in reading comprehension tasks. Chinese ESL speakers were asked to read English sentences for comprehension in three self-paced word by word reading experiments. Their reading times were measured to determine if they were sensitive to idiosyncrasies/disagreement in sentences that do and do not involve the number morpheme. The results show that they are not sensitive to number disagreement, but sensitive to other idiosyncrasies tested. This insensitivity to the number morpheme suggests that their morphological knowledge is not an integrated part of their automatic second language competence.

scholarly journals ASSESSING THE SELF-PERCEIVED USE OF READING STRATEGIES IN ESL READING COMPREHENSION: A NEEDS ANALYSIS

2021 ◽  
Vol 6 (43) ◽  
pp. 189-204
Author(s):  
Pick Dew Ting ◽  
Suyansah Swanto ◽  
Wardatul Akmam Din ◽  
Kamsilawati Kamlum
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Descriptive Analysis ◽  
Current Status ◽  
Support Strategies ◽  
Esl Reading ◽  
Reading Comprehension Instruction ◽  
Metacognitive Reading Strategies ◽  
Great Appreciation ◽  
Esl Learners

Despite great appreciation on the important roles played by metacognitive reading strategies in the attainment of comprehension, heightened prevalence of reading difficulties is depicted among Malaysian learners. Therefore, this study aimed at investigating the current status of self-perceived use of metacognitive reading strategies among the ESL learners in six secondary schools in one of the districts in Sabah. Utilizing an adapted version of Revised Metacognitive Awareness of Reading Strategy Inventory (MARSI-R), data was obtained from 274 ESL learners in the same district. Descriptive analysis was used to determine the mean scores of three sub reading strategies, namely global reading strategies, problem-solving strategies and support strategies. The findings revealed that despite being aware of the use of metacognitive reading strategies, little emphasis was given on optimizing the use of global reading and support strategies, resulting in only medium usage of these two strategies. Therefore, it may be concluded that the findings implied the need to develop a reading comprehension module that incorporates the use of metacognitive reading strategies within reading comprehension instruction to facilitate Malaysian ESL learners to improve their reading comprehension.

scholarly journals TEACHERS’ PERSPECTIVE ON THE READING BEHAVIOUR OF PRIMARY ESL LEARNERS IN SJKC CHUNG HUA SEMERA SARAWAK

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Melor Md Yunus ◽  
Jong Sze Chun
Keyword(s):  
Language Learners ◽  
English Language ◽  
Qualitative Data ◽  
Reading Skills ◽  
Second Language Learners ◽  
Esl Teachers ◽  
Third Language ◽  
Esl Reading ◽  
Time Reading ◽  
Esl Learners

This study attempts to investigate the reading behaviour of primary ESL (English as a Second Language) learners in SJKC Chung Hua Semera Sarawak through the perspective of their teachers in the ESL classroom. To acquire this, interviews were carried out with the teachers to collect qualitative data. A total of 3 ESL teachers were selected from the school to participate in this study. The analysis of the data reveals that majority of the ESL learners spent most of their time reading by skimming and scanning, identifying keywords, applying one-time reading, non-linear reading, and reading selectively. On the contrary, the ESL learners spent less time reading expansively and comprehensively. Since the English language is the learners’ second or third language, they lack confidence and motivation as they face various hindrances in fully understanding and interpreting information in this language. The findings of this study intend to provide a springboard for further researches on the approaches to enhance ESL reading skills. Instructional implications are also discussed.

scholarly journals Reaction Time Variability Associated with Reading Skills in Poor Readers with ADHD

2014 ◽  
Vol 20 (3) ◽  
pp. 292-301 ◽  
Author(s):  
Leanne Tamm ◽  
Jeffery N. Epstein ◽  
Carolyn A. Denton ◽  
Aaron J. Vaughn ◽  
James Peugh ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reaction Time ◽  
Reading Fluency ◽  
Reading Skills ◽  
Word Reading ◽  
Neuropsychological Functioning ◽  
Stop Signal ◽  
Stop Signal Task ◽  
Time Variability ◽  
Reaction Time Variability

AbstractLinkages between neuropsychological functioning (i.e., response inhibition, processing speed, reaction time variability) and word reading have been documented among children with attention-deficit/hyperactivity disorder (ADHD) and children with Reading Disorders. However, associations between neuropsychological functioning and other aspects of reading (i.e., fluency, comprehension) have not been well-documented among children with comorbid ADHD and Reading Disorder. Children with ADHD and poor word reading (i.e., ≤25th percentile) completed a stop signal task (SST) and tests of word reading, reading fluency, and reading comprehension. Multivariate multiple regression was conducted predicting the reading skills from SST variables [i.e., mean reaction time (MRT), reaction time standard deviation (SDRT), and stop signal reaction time (SSRT)]. SDRT predicted word reading, reading fluency, and reading comprehension. MRT and SSRT were not associated with any reading skill. After including word reading in models predicting reading fluency and reading comprehension, the effects of SDRT were minimized. Reaction time variability (i.e., SDRT) reflects impairments in information processing and failure to maintain executive control. The pattern of results from this study suggest SDRT exerts its effects on reading fluency and reading comprehension through its effect on word reading (i.e., decoding) and that this relation may be related to observed deficits in higher-level elements of reading. (JINS, 2014, 20, 1–10)

Development of Lexical Mediation in the Relation Between Reading Comprehension and Word Reading Skills in Greek

2007 ◽  
Vol 11 (3) ◽  
pp. 165-197 ◽  
Author(s):  
Athanassios Protopapas ◽  
Georgios D. Sideridis ◽  
Angeliki Mouzaki ◽  
Panagiotis G. Simos
Keyword(s):  
Reading Comprehension ◽  
Reading Skills ◽  
Word Reading

Development of First-Graders’ Word Reading Skills

2016 ◽  
Vol 50 (1) ◽  
pp. 95-112 ◽  
Author(s):  
Eunsoo Cho ◽  
Donald L. Compton ◽  
Jennifer K. Gilbert ◽  
Laura M. Steacy ◽  
Alyson A. Collins ◽  
...  
Keyword(s):  
Word Recognition ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
Dynamic Assessment ◽  
First Grade ◽  
Rapid Automatized Naming ◽  
Unique Contribution ◽  
Static Assessment ◽  
Reading Measures

Dynamic assessment (DA) of word reading measures learning potential for early reading development by documenting the amount of assistance needed to learn how to read words with unfamiliar orthography. We examined the additive value of DA for predicting first-grade decoding and word recognition development while controlling for autoregressive effects. Additionally, we examined whether predictive validity of DA would be higher for students who have poor phonological awareness skills. First-grade students ( n = 105) were assessed on measures of word reading, phonological awareness, rapid automatized naming, and DA in the fall and again assessed on word reading measures in the spring. A series of planned, moderated multiple regression analyses indicated that DA made a significant and unique contribution in predicting word recognition development above and beyond the autoregressor, particularly for students with poor phonological awareness skills. For these students, DA explained 3.5% of the unique variance in end-of-first-grade word recognition that was not attributable to autoregressive effect. Results suggest that DA provides an important source of individual differences in the development of word recognition skills that cannot be fully captured by merely assessing the present level of reading skills through traditional static assessment, particularly for students at risk for developing reading disabilities.

scholarly journals The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention

2021 ◽  
pp. 002221942110103
Author(s):  
Johny Daniel ◽  
Sharon Vaughn ◽  
Gregory Roberts ◽  
Amie Grills
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Intervention ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Controlled Trial ◽  
Reading Difficulties ◽  
Student Response ◽  
Lower Baseline

To address the needs of a diverse group of students with reading difficulties, a majority of researchers over the last decade have designed and implemented multicomponent reading interventions (MCRIs) that provide instruction in multiple areas of reading yielding mixed results. The current study evaluates whether students’ baseline word reading skills predict their response to a MCRI. Data from a randomized controlled trial for third- and fourth-grade students with reading difficulties ( N = 128) were analyzed. Results demonstrate that baseline word reading was a significant predictor of students’ end-of-year reading comprehension performance. Treatment group students who had lower baseline word reading compared with those students with comparatively higher word reading scores performed significantly lower on posttest reading comprehension. Findings denote the importance of word reading instruction for upper elementary students who are below-average word readers and also indicate the need for tailoring reading intervention to align with individual reader needs.

Sign in / Sign up

Export Citation Format

Share Document