Double trouble: Using spellings of different lengths to represent vowel length in English

Altmiller, Ruth; Treiman, Rebecca; Kessler, Brett

doi:10.1016/j.jecp.2023.105649

Cited by 4 publications

(3 citation statements)

References 23 publications

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“…Third, recent work has been carried out in understanding the statistical regularities associated with letter-sound correspondences in English orthography. For example, Treiman and Kessler (2022) and Altmiller et al (2023) revealed formal patterns (i.e., visual patterns pertaining to symbol shape, symbol composition, and symbol arrangement, for example, ,k. has a very low probability of being followed by another /k/ in English) as well as functional patterns (i.e., how the visual elements symbolize units of language, for instance, both ,p. and ,PP. function to mark a short sound /p/).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Can explicit instruction boost statistical learning? A meta-analytical review.

Ren,

Wang,

Conway

2024

Journal of Educational Psychology

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This meta-analysis investigated whether and to what extent explicit instruction improves statistical learning (SL). While some previous studies individually demonstrated significant effects of explicit instruction on SL, there is a lack of a systematic and quantitative synthesis of this line of work so as to provide specific and detailed guidance for future research. To bridge this gap, a comprehensive meta-analysis was carried out, providing a first careful examination of the effect of explicit instruction on SL. Our analysis revealed a significant improvement in SL performance (g = .49) as a result of explicit instruction. Furthermore, we studied various factors that potentially influence the magnitude of the effect size of explicit instruction on SL. Specifically, we showed that explicit instruction in audiovisual compared to single-modality SL produced a more substantial enhancement in SL performance. In addition, the effect of explicit instruction was more pronounced in the linguistic domain compared to the nonlinguistic domain. These findings not only confirm the positive influence of explicit instruction on SL but also shed light on the specific conditions under which explicit instruction is more beneficial. Our findings have important implications for future educational research on developing effective instructional practices that potentially support SL in classrooms.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

Can explicit instruction boost statistical learning? A meta-analytical review.

Ren,

Wang,

Conway

2024

Journal of Educational Psychology

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“…A crucial proficiency in English involves the skill to decode words with intricate spellings, serving as a fundamental asset for producing clear and precise speech (Altmiller et al, 2023). The intricacies associated with decoding such words significantly contribute to learners' effectiveness in expressing themselves proficiently in the English language.…”

Section: Introductionmentioning

confidence: 99%

Deciphering English Vowel Digraphs

Putra

2023

PLJ

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The inconsistency in predicting pronunciation based on English alphabetic spelling is a persistent challenge in English Language Teaching (ELT). This study investigates how 42 first-semester English as a Foreign Language (EFL) students predict sounds represented by <oa> and <oo> digraphs. Using stimuli from a familiar vocabulary list, 408 instances of mispronunciation were identified from 1260 speech data, with 386 as interlingual errors and 24 as intralingual errors. The study concludes that EFL learners heavily rely on their native language (L1) knowledge in perceiving and producing speech in the target language (L2). This research highlights the challenges EFL students face in mastering English pronunciation, emphasizing the need for effective language instruction strategies.

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“…To produce utterances appropriate to native speakers is very challenging for Indonesian EFL students. Because various combinations of letters can represent every sound of English pronunciation (Altmiller et al, 2023), for example, the letter <ai> can represent many sounds such as /eɪ/, /eə/ and /e/in words <claim>, <air>, and <again>. This inconsistency creates Indonesian students to experience problems in understanding the English spelling system.…”

Section: Introductionmentioning

confidence: 99%

Efficacy of English Phonics Instruction in Helping EFL Students to Decode Vowel Digraph Letters

Putra¹

2023

PLJ

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The current study aimed to disclose how effective Phonics instruction is in increasing speech accuracy and glimpsing at students' perspectives on phonics learning in the classroom. This study applied quasi-experimental research involving 30 Department of Literature students learning English as a foreign language. The researcher also used the questionnaire to glimpse their perspective on phonics instruction. This study discovered that phonics learning significantly improved pronunciation accuracy and the ability to decode vowel digraph <ai>. In addition, students also have a positive view of phonics learning, which is one of the important materials at the beginning of the introduction of foreign language systems which helps them produce accurate utterances and helps improve literacy. The current study considers that phonics instruction needs to get important attention to become a solution to student learning problems.

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Double trouble: Using spellings of different lengths to represent vowel length in English

Cited by 4 publications

References 23 publications

Can explicit instruction boost statistical learning? A meta-analytical review.

Can explicit instruction boost statistical learning? A meta-analytical review.

Deciphering English Vowel Digraphs

Efficacy of English Phonics Instruction in Helping EFL Students to Decode Vowel Digraph Letters

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