Dilemmas and Strategies for Reading Unfamiliar Words among Children Learning English as a Foreign Language

Autor/inn/en	Hu, Hsien; Tsai, Chih-Yung
Titel	Dilemmas and Strategies for Reading Unfamiliar Words among Children Learning English as a Foreign Language
Quelle	In: Reading & Writing Quarterly, 35 (2019) 4, S.392-407 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Hsien) ORCID (Tsai, Chih-Yung)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1566875
Schlagwörter	English (Second Language); Second Language Instruction; Sight Method; Reading Instruction; Grade 5; Elementary School Students; Urban Schools; Decoding (Reading); Chinese; Reading Strategies; Foreign Countries; Phonics; Academic Achievement; Novelty (Stimulus Dimension); Taiwan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Look-and-say method; Ganzheitsmethode; Leseunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Dekodierung; China; Chinesen; Reading strategy; Leselernstufe; Lesetechnik; Ausland; Schulleistung
Abstract	The present study investigates common word reading dilemmas across 3 word types among children learning English as a foreign language (EFL). It also examines the effectiveness of a new word reading strategy, perceptual diacritics, for facilitating EFL children's word reading dilemmas through an experimental design in which the experimental group received training in word reading facilitated by perceptual diacritics. We recruited 46 5th graders who spoke Chinese as their primary language from an urban district primary school. Results indicated that word type strongly influenced the word reading performance of the EFL children. After the intervention, the experimental group improved equivalently across the 3 word types, whereas the control group still struggled with the 2 higher level word types. The findings imply that EFL children have common difficulties with phonological recoding of words with less predictable orthographic patterns. With the help of the new strategy, EFL children may better decode these inconsistent patterns phonologically. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01