Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English

Yoshikawa, Lisa; Yamashita, Junko

doi:10.4236/ojml.2014.44039

Cited by 9 publications

(12 citation statements)

References 50 publications

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“…It may be that the process is similar to that reported by Yoshikawa & Yamashita (2014) for L1 reading among Japanese adults. It is also indicated here that this relationship may additionally be influenced by the learner"s first language being one that uses a non-alphabetic writing system, particularly noticeable in the case of the Japanese subjects, whose own written language employs an unusually deep orthography and has a different basic sentence structure to English.…”

Section: Resultssupporting

confidence: 62%

“…It also seems pertinent here to mention that, when Yoshikawa and Yamashita (2014) examined the role of phonemic awareness in the reading comprehension of L1-Japanese readers, their findings revealed that phonemic awareness made an indirect contribution to reading comprehension through decoding, which along with vocabulary knowledge directly supports reading comprehension. They also found evidence to support a role for phonemic awareness in their subjects" reading in English as a second language.…”

Section: Resultsmentioning

confidence: 99%

“…Rahim, 2015;Waring & Takahashi, 2000), although there is less conclusive research on the role played by phonemic or phonological awareness (but see, for example, Khatib & Fat"hi, 2012;Koda, 1998;Melby-Lervåg & Lervåg (2014); Mirzabel et al, 2016;Walter, 2007;Yoshikawa & Yamashita, 2014). There is growing interest in this area, but perhaps particularly in terms of the cross language transfer of phonological awareness (Hipfner-Boucher & Chen, 2016;Melby-Lervåg & Lervåg 2011).…”

Section: Introductionmentioning

confidence: 99%

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Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Ihata

Ihata²

2017

pijss

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Section: Resultssupporting

confidence: 62%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Ihata

Ihata²

2017

pijss

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“…Assuming that the language skills proper of a native speaker in his L1 are the same mechanisms used for the further learning of an L2, then the reflection of Engen & Høien on PA, will be valid also for the acquisition of a foreign language. Yoshikawa & Yamashita (2014), instead, observed the presence of an indirect relationship between PA and RC, starting from a study on Japanese adults learning English as a FL. The study, based on a population of 71 Japanese native speakers students, aged between 18 and 24 years, compared the results obtained by these informants on four tested areas: PA, vocabulary, ISSN 1948-5425 2017 decoding of words and pseudo-words and RC.…”

Section: Theories On Phonological Awareness Development and Its Didacmentioning

confidence: 99%

Training Phonological Awareness in Children through Pedagogical Technologies: An App for Learning Italian as a Foreign Language

Peppoloni

Bonesso²

2017

IJL

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This article analyses the role of phonological awareness (PA) in developing reading and writing skills in young learners, studying Italian as a Foreign Language. Its main objective is to identify and describe original didactic strategies supporting students in training PA, the metalinguistic strategy that allows them to reflect and manipulate the phonemic units composing words (Nijakowska, 2010). Research on PA shows a direct correlation between training this linguistic ability and improving learners’ linguistic competencies, either in their native language or in a foreign one (Bus & van IJzendoorn, 1999; Ehri et al., 2001; Snow et al., 1999; Ganschow & Sparks, 1995; Lesaux & Siegel, 2003; Chiappe et al., 2002; Gottardo et al., 2001). In particular, PA is directly involved in the process of learning how to read and write. Which are then the most suitable didactic tools to help students in improving PA? Digital technologies seem to constitute effective means, proposing challenging activities, creating pseudo-real communicative scenarios and stimulating different sensorial channels at the same time. Even if similar tools have been developed for children with learning disabilities, it doesn’t exist yet, according to our best knowledge, a specific instrument for the study of Italian as a foreign language by non-impaired learners. Starting from the observation of a classroom of the Elementary School “Colegio Leonardo da Vinci” in Bogotà, the prototype of an app for training PA has been developed, specifically based on their linguistic needs, provided with examples of usage, exercises, explanations, and a series of indications

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“…In addition, phonological awareness was the only significant predictor of English reading at G5 for these EFL learners. However, phonological awareness only made an indirect contribution to reading comprehension in Japanese adult learners of English (Yoshikawa & Yamashita, 2014). In the study, both nonword reading and vocabulary significantly contributed to reading comprehension and jointly accounted for 18% of the variance, while phonological awareness significantly accounted for 7% of nonword reading.…”

Section: Reading and Phonological Awarenessmentioning

confidence: 99%

Vocabulary Size, Phonological Awareness, and Reading Comprehension

Sieh

2016

SELT

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The present study aimed to explore the relationship among vocabulary size, Phonological Awareness (PA), and reading comprehension in English learners with low proficiency in Taiwan’s higher education. Forty-one university students who had taken the Test of English for International Communication (TOEIC) were recruited, 30 of whom were at a proficiency level much lower than B1 Threshold of the Common European Framework of Reference (CEFR) for Languages. Three PA subtests and a vocabulary size test were administered to all participants individually. Pearson’s correlations show that their TOEIC reading scores were correlated with the four measures when all 41 participants were included; however, among the 30 low-proficiency learners, their reading scores were correlated with Elision—one PA measure—and vocabulary size only. When parallel regression analyses were computed against all participants and the low-proficiency subgroup, the four measures altogether explained nearly 64% of the variance in their TOEIC reading scores in the former but the explained variance dropped drastically to around 40% in the latter. Among the four measures, vocabulary size was the only significant predictor of reading ability and accounted for the largest variance. Meanwhile, phonological awareness explained additional variance in reading comprehension. While different PA measures did not seem to make a difference to the whole sample, Elision seemed to have explained more variance and served as a better task to assess phonological awareness of the low-proficiency subgroup.

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Phonemic Awareness and Reading Comprehension among Japanese Adult Learners of English

Cited by 9 publications

References 50 publications

Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Reading in English as a Foreign Language: Relative Contributions of Vocabulary and Phonological Awareness

Training Phonological Awareness in Children through Pedagogical Technologies: An App for Learning Italian as a Foreign Language

Vocabulary Size, Phonological Awareness, and Reading Comprehension

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