Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development

Thompson, G. Brian; Fletcher-Flinn, Claire M.; Wilson, Kathryn J.; McKay, Michael; Margrain, Valerie

doi:10.1016/j.cognition.2014.11.032

Cited by 9 publications

(4 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Biemiller and Boote (2006) reviewed and analyzed 13 studies from 1989 to 2002, and found that repeated read-aloud combined with explaining the vocabulary explicitly resulted in an average increase of 26% in the learning of word meanings among primary graders. Similar observations were also made among students who listened to a text, received explanations of the target vocabulary in the context of the text, and made greater strides in learning the vocabulary (Nagy et al, 1987).…”

Section: Introductionsupporting

confidence: 59%

Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills: Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded

Chien

2020

Front. Psychol.

View full text Add to dashboard Cite

The purpose of this study was to investigate the impact of two teaching strategies on preschoolers' oral language skills: repeated read-aloud with question and answer teaching embedded, and repeated read-aloud with executive function (EF) activities embedded. A quasi-experimental pretest-posttest design was employed. Children ranging in age from 4 years 6 months to 6 years and 4 months participated in the study (n = 53). They were recruited from preschools in Taitung, Taiwan, randomly assigned to the three study groups. 36 children were divided and assigned to the two experimental groups (question and answer teaching group and EF group), while the remaining 17, to the control group. The participating preservice teachers attended 32 h of training which included the theory, practice, and outcome evaluation measure for the teaching strategies implemented. The intervention spanned 2 months. Oral language tests (curriculum-based receptive vocabulary, inferential comprehension, and oral comprehension) were administered before and after the intervention. The findings revealed that both experimental groups positively impacted participants' receptive vocabulary and oral comprehension when compared with the control group, although the performances between the two experimental groups did not differ significantly. For inferential comprehension, there was no statistically significant difference across the three groups. Implications of the study findings are discussed and potential topics for future research proposed.

show abstract

Section: Introductionsupporting

confidence: 59%

Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills: Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded

Chien

2020

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…On the other hand, some researchers argue that early acquisition of sight vocabulary depends on rudimentary phonological awareness and large exposure to print, rather than refined phonemic awareness and proficient knowledge of letter-sound correspondence (Stuart et al, 2000;Fletcher-Flinn and Thompson, 2004;Thompson et al, 2015). Systematic instruction on alphabetic principles should be based on students' knowledge of sight words and certain level oral language proficiency (Thompson et al, 1996).…”

Section: Conceptualization Of Reading and The Underlying Phonologicalmentioning

confidence: 99%

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Huo

Wang

2017

Front. Educ.

View full text Add to dashboard Cite

Phonological-based instruction, namely phonological awareness instruction (PA) and phonics instruction, has shown to be effective on early literacy skills among young children in western countries. Children who learn English as a foreign language (EFL) learn to read English differently from children in English-dominant societies. Effectiveness of the instruction in the EFL context is much less investigated. The present study systematically reviewed 15 experimental and quasi-experimental studies published in between 2000 and 2016, on the topic of the effectiveness of phonological-based instruction in the EFL context. Study characteristics and instructional features were described, and effect sizes were calculated. Phonological-based instruction was consistently found to be effective among primary school EFL students on reading underlying skills, including phonemic awareness and non-word reading. The median value of the effect size was moderate. In contrast, the effectiveness on word recognition (lexical access and pronunciation) and reading comprehension were inconsistent across studies. The median value of the effect size on word reading was small. This pattern suggests a limitation of the phonological-based instruction, which is the difficulty of transferring the phonological underlying outcomes to real reading. We found that most studies, although meeting the minimum standards of evidence for effectiveness, suffer from methodological flaws; thus, they are potentially biased. Therefore, the positive effects reported in this study should be interpreted with caution. The implication for practice of this study is that including phonological-based instruction in the current English curriculum may be beneficial for young EFL students, thus they can better learn to phonologically decode English words. But not enough evidence has been found to support the instructional effectiveness on real word recognition and reading comprehension. Future research on this topic with rigorous design is needed so that strong causal inference can be made. The findings of this study provide novel insights into foreign language education of English for young learners.

show abstract

“…To put it another way, phonemic awareness is crucial in deciphering a single word. Phonemic awareness aids children in combining letter-sound combinations to form words (Thompson et al, 2015).…”

Section: The Significant Relationship Between Phonemic Awareness and ...mentioning

confidence: 99%

Phonemic Awareness as Predictor of Word Decoding Ability among Bachelor of Science in Information Technology Students

Genelza

2022

REiLA Journal

View full text Add to dashboard Cite

This descriptive correlational study aimed at the level of Phonemic awareness as a predictor of Word Decoding ability among BS-IT students using a total enumeration technique that involves students enrolled in the course program. Moreover, it sought to determine the significant relationship between the two variables. To verify, three different tests were being utilised to collect the necessary data, i.e., a listening test for measuring the respondents' level of awareness of words with critical sounds; a phonetic transcription test to identify the respondents' level of awareness of sound-symbol relationship; and spelling test to know the respondents' level of ability for transcriptions to be translated to its American Standard English spelling. After the data had been collected and tabulated, it was interpreted that the students have a high level of Phonemic awareness with a mean of 3.66. Moreover, their Word Decoding ability resulted in a high level with a mean of 3.93. Further, it is being noticed that there is a tremendous significant relationship between the two variables with a p-value of 0.0000000859. With these findings, the researcher encourages the school, administrators, and teachers to give more exposure to sound-word connections by engaging the students with activities involving speaking, listening, reading, and writing activities and practice-based tasks.

show abstract

Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development

Cited by 9 publications

References 23 publications

Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills: Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded

Effects of Two Teaching Strategies on Preschoolers’ Oral Language Skills: Repeated Read-Aloud With Question and Answer Teaching Embedded and Repeated Read-Aloud With Executive Function Activities Embedded

The Effectiveness of Phonological-Based Instruction in English As a Foreign Language Students at Primary School Level: A Research Synthesis

Phonemic Awareness as Predictor of Word Decoding Ability among Bachelor of Science in Information Technology Students

Contact Info

Product

Resources

About