The effects of developing English language and literacy on Spanish reading comprehension

Spies, Tracy Griffin; Lara‐Alecio, Rafael; Tong, Fuhui; Irby, Beverly J.; Garza, Tiberio; Huerta, Margarita

doi:10.1080/00220671.2017.1306686

Cited by 24 publications

(14 citation statements)

References 51 publications

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“…Finally, at the discourse level, skills in organizing discourse (as when producing a well-formed narrative or word definition) in Spanish and English appear related (Durgunoğlu, 2017;Ferré, Sánchez-Casas, Comesaña, & Demestre, 2017;Nagy et al, 1993;Petersen, Thompsen, Guiberson, & Spencer, 2016;Uccelli & Páez, 2007;van Hell & de Groot, 1998). Commonalities across Spanish and English discourse structures promote cross-linguistic associations, at least in part, because they facilitate metalinguistic insights about how texts are typically organized in order to convey meaning (Durgunoğlu, 2017;Spies et al, 2018 (Proctor, August, Carlo, & Snow, 2006. Indeed, given that Spanish and English share an alphabetic system and Roman script, it is not surprising that strong interdependence has been documented between Spanish word recognition skills and English reading comprehension (Proctor et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Galloway

Uccelli²,

Aguilar

et al. 2020

AERA Open

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In this study, we examine the unique and shared contributions of Spanish and English core academic language skills (CALS) to English reading comprehension in a population of Spanish-English dual language learners in Grades 4 and 5 (n = 165). We focus on cross-disciplinary CALS, operationalized as sets of high-utility lexical, syntactic and discourse resources prevalent in school texts. This study finds that Spanish and English CALS are positively and significantly related, and, further, that both sets of skills exert a unique positive influence on English reading comprehension. Aligned with an interpretation of linguistic interdependence between Spanish and English academic language skills, results document their cross-linguistic contribution to reading comprehension for students enrolled in educational programs that foster literacy and content learning regularly in two languages.

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Section: Introductionmentioning

confidence: 99%

“…R. García, Sánchez, Cain, & Montoya, 2019). While cross-linguistic relations have not been extensively examined, knowledge of narrative story structures exhibits interlinguistic associations (Petersen et al, 2016; Spies et al, 2018; Uccelli & Páez, 2007).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Galloway

Uccelli²,

Aguilar

et al. 2020

AERA Open

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show abstract

“…Moreover, some studies have also confirmed that the mentioned influence may be bi-directional, i.e. L2 reading skills and strategies may influence L1 reading (Schwartz, Mendoza, & Meyer, 2017;Spies, Lara-Alecio, Tong, Irby, Garza, & Huerta, 2018). However, despite the possibility of the transfer, Grabe (2010) warns that it does not occur automatically, nor is it always positive, as there are a number of factors that may affect this process, whereby the two most frequently considered factors are reading ability and language proficiency in both the L1 and L2.…”

Section: The Transfer Of Skills Between L1 and L2mentioning

confidence: 90%

The Relationship between L1 and L2 Reading Comprehension and Language and Reading Proficiency at the Tertiary Level

Mikulec

Vuić

2019

JLE

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The importance of reading is especially emphasized nowadays when the majority of information, irrespective of the source (books, daily press, professional literature, web sources, etc.), is primarily accessed via reading. Therefore, effective reading and reading comprehension are important in everyday life, but also in an academic setting. This particularly refers to pre-service preschool and primary school teachers, whose teacher training courses imply a good command of reading skills, but also teaching skills required for the development and teaching of pre-reading and reading skills. In L2 reading, there are additional issues that need to be considered, principally the possibility of skill transfer between the mother tongue and the second/foreign language. Hence, this research aimed to test reading comprehension in both Croatian (L1) and English (L2) languages in a group of university students (N=83), studying to become pre-service preschool and primary school teachers. Reading comprehension tests and a background questionnaire were used as research instruments in this mixed-method research. Contrary to our expectations, reading comprehension test results were fairly low, i.e. out of a total of 17 points, the mean results for the Croatian language reading comprehension test were M=13.6 (SD=2.05), while for the English language reading comprehension test they were M=11.29 (SD=2.24). The results were further correlated with the participants’ self-assessed language knowledge and reading abilities in both languages. A positive correlation was found only between the English language reading comprehension test and the participants’ self-assessed language knowledge and reading ability. Based on the obtained results, it may be proposed that teachers should focus more on developing reading skills and reading comprehension at all levels as well as in all of the languages that the learners are acquiring, especially in view of the proposed possibility of the transfer of skills among languages.

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“…e input signal is continuously decomposed and expressed through layer-by-layer mapping in the network and finally forms a multilayer expression about the target, whose main feature is that it does not need to be artificially selected and displayed, but through automatic machine learning, gets a deep representation of the target. Some features that contribute a lot to the classification of rare categories will become unimportant if they are considered in the global context; the words that appear in the rare category are likely to be unusual words in the document set and are likely to be filtered out [11]. e classification accuracy of a particular category will be affected.…”

Section: Translation Modelmentioning

confidence: 99%

English Grammar Error Correction Algorithm Based on Classification Model

Zhou

Liu

2021

Complexity

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English grammar error correction algorithm refers to the use of computer programming technology to automatically recognize and correct the grammar errors contained in English text written by nonnative language learners. Classification model is the core of machine learning and data mining, which can be applied to extracting information from English text data and constructing a reliable grammar correction method. On the basis of summarizing and analyzing previous research works, this paper expounded the research status and significance of English grammar error correction algorithm, elaborated the development background, current status, and future challenges of the classification model, introduced the methods and principles of feature extraction method and dynamic residual structure, constructed a basic model for English grammar error correction based on the classification model, analyzed the classification model and translation model of English grammar error correction, proposed the English grammar error correction algorithm based on the classification model, performed the analyses of the model architecture and model optimizer of the grammar error correction algorithm, and finally conducted a simulation experiment and its result analysis. The study results show that, with the continuous increase of training samples and the continuous progress of learning process, the proposed English grammar error correction algorithm based on the classification model will continue to increase its classification accuracy, further refine its recognition rules, and gradually improve correction efficiency, thereby reducing processing time, saving storage space, and streamlining processing flow. The study results of this paper provide a certain reference for the further research on English grammar error correction algorithm based on the classification model.

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The effects of developing English language and literacy on Spanish reading comprehension

Cited by 24 publications

References 51 publications

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners

The Relationship between L1 and L2 Reading Comprehension and Language and Reading Proficiency at the Tertiary Level

English Grammar Error Correction Algorithm Based on Classification Model

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