Word Reading and Word Spelling in French Adult Literacy Students: The Relationship with Oral Language Skills

Autor/inn/en	Eme, Elsa; Lambert, Eric; Alamargot, Denis
Titel	Word Reading and Word Spelling in French Adult Literacy Students: The Relationship with Oral Language Skills
Quelle	In: Journal of Research in Reading, 37 (2014) 3, S.268-296 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/j.1467-9817.2011.01508.x
Schlagwörter	French; Oral Language; Language Usage; Verbal Communication; Adult Literacy; Language Processing; Elementary School Students; Knowledge Level; Adult Basic Education + Suchen Sie Ihr Suchwort? Französisch; Oral interpretation; Mündlicher Sprachgebrauch; Sprachgebrauch; Sprachverarbeitung; Wissensbasis; Adult; Adults; Education; Adult education; Erwachsenenbildung
Abstract	We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks (pseudoword reading, word reading, text comprehension), spelling tasks (pseudoword spelling, text dictation) and oral language tasks. A-IL scored the same as children on word reading and spelling but less well on pseudoword reading and spelling. They also produced fewer phonologically acceptable errors in the dictation. Regarding oral language skills, as a group A-IL encountered greater difficulty in phonology than in morphosyntax and semantics, and correlations revealed strong relationships between literacy levels and oral skills, particularly in the domain of phonology. Within their group, however, A-IL displayed several distinct language profiles. These could reflect different risk factors leading to functional illiteracy and are discussed regarding the cognitive and environmental causes of impaired reading acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10