Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study

Chiappe, Penny; Siegel, Linda S.; Wade‐Woolley, Lesly

doi:10.1207/s1532799xssr0604_04

Cited by 164 publications

(160 citation statements)

References 53 publications

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“…However, there are also studies that showed that the degree of syntactic awareness in L1 was not transferred to L2 (Chiappe, Siegel & Wade-Woolley, 2002). Furthermore, several studies have shown that language components of L1, such as phonological, morphological and syntactic knowledge, spelling knowledge and vocabulary contribute to the understanding of L2 (Abu-Rabia & Bluestein-Danon, 2012;Abu-Rabia & Shakkour, 2014;Abu-Rabia et al, 2013;Kahn-Horwitz et al, 2005;Kieffer & Lesaux, 2008;Zhang & Koda, 2008).…”

Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 99%

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Ανδρέου¹,

Segklia²

2017

ELR

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Research has repeatedly shown a cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) and its impact on L2 learning. In the present article we report preliminary results from a pilot study we conducted in order to examine linguistic skills transfer from L1 (Greek) to L2 (English) among secondary school students with learning difficulties (L.D.). Our results have shown that the difficulties that occur in L1 (decoding reading skills and spelling) also occur in L2. These findings are in line with previous research and enhance further the existence of the link between first and second language learning difficulties.

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Section: Research Findings On the Linguistic Skills Transfer Between mentioning

confidence: 99%

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Ανδρέου¹,

Segklia²

2017

ELR

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“…Recurring negotiations of meaning characterized reading and writing sessions (Damber, 2009;Droop & Verhoeven, 2003). The large amount of reading brought about learning of less frequent words occurring in print, thus extending the pupils' vocabularies (Chiappe, Siegel, & Wade-Wooley, 2002). Process writing, vocabulary, and critical awareness exemplify domains where dialogues are critical to further development, irrespective of the children's language background.…”

Section: Comparative Discussion Of the Two Practicesmentioning

confidence: 99%

Write to Read in Two Different Practices: Literacy versus Technology in Focus

Damber¹

2013

JEL

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Literacy acquisition by using computers and computer tablets is rapidly gaining ground in Swedish classrooms. This article explores the hypothesis that computer-writing vitalizes the learning of literacy, in comparison with approaches using books and pencils. The results of two separate studies in two different settings where prewriting and writing were used to enhance literacy development will be described and discussed. The results of a recent study of classrooms where computers were used will be compared with an older study where students used pencils and paper for writing. The results indicated that the nature of the literacy practice was strongly linked to the teacher's conceptions of literacy and learning. The teachers' choices of computers or pencils as tools for writing do, however, not seem to influence the processes of writing in the classrooms. How writing was enacted in the classrooms and the potential to further development of the literacy practices, were linked to teacher knowledge and the teacher's conception of literacy.

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“…Taken together, syntactic awareness refers to the ability to reflect upon and dominate the inner grammatical structure of a sentence and syntactic rules (Chiappe, Siegel, & Wade-Woolley, 2002). Syntactic awareness can help children organize the decoded words into meaningful sentences, and reflect on the errors in the sentences, therefore, syntactic awareness essentially represents children's attentional control ability.…”

Section: Syntactic Awarenessmentioning

confidence: 99%

Impact of Foreign Language Learning on Children’s Language Competence

Wen-hui¹

2016

UCFL

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The impact of foreign languages (mainly English) learning on children's language development has always been a hot issue in China. There is still no consensus on the idea whether the earlier children learn a foreign language, the better their language competence will be. Some scholars even worry about that early English language learning for Chinese young children will lead to a series of problems: the absence of mother tongue, the crisis of cultural identity, the lack of study motive, the lost of study desire, the increase of frustration, and the poor learning effect, etc. This paper studies the impact of foreign language learning on children's language competence from the five elements of metalinguistic awareness: phonological awareness, orthographic awareness, word awareness, syntactic awareness, and pragmatic awareness, including the promotion function, the interpretation mechanism, and the positive influence on basic language abilities, so as to find out the impact factors for foreign language learning and provide valuable reference for the establishment of foreign language educational policy and system in China.

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Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study

Cited by 164 publications

References 53 publications

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

Write to Read in Two Different Practices: Literacy versus Technology in Focus

Impact of Foreign Language Learning on Children’s Language Competence

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