Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students

Autor/inn/en	Miles, Katharine Pace; Ehri, Linnea C.; Lauterbach, Mark D.
Titel	Mnemonic Value of Orthography for Vocabulary Learning in Monolinguals and Language Minority English-Speaking College Students
Quelle	In: Journal of College Reading and Learning, 46 (2016) 2, S.99-112 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2015.1125818
Schlagwörter	Mnemonics; Vocabulary Development; Spelling; Language Minorities; English (Second Language); Pictorial Stimuli; Pronunciation; Memory; Monolingualism; College Students; Native Language; Student Evaluation; Language Tests; Reading Tests; Reading Comprehension; Statistical Analysis; Questionnaires; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Mnemotechnik; Wortschatzarbeit; Schreibweise; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Fantasieanregung; Aussprache; Gedächtnis; Collegestudent; Schulnote; Studentische Bewertung; Language test; Sprachtest; Lesetest; Leseverstehen; Statistische Analyse; Fragebogen
Abstract	The study examined whether exposure to spellings of new vocabulary words improved monolinguals' and language minority (LM) students' (n = 25) memory for pronunciations, meanings, and spellings of the words. College students who are native English-speaking monolinguals (n = 12) and LM students who learned English as their second language (n = 13) were taught the meanings of 20 words over five trials. During the trials, written forms of half the words were shown underneath the pictorial representation of the word. The participants were assessed on the pronunciation, meaning, and spelling of each word. Results indicated that including spellings improved memory for pronunciations and spellings of words but not for meaning. Additionally, monolinguals outperformed LM students on memory of pronunciations in both spelling conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01