Adolescent Word Reading in English as a Foreign Language

Autor/inn/en	Prior, Anat; Zeltsman-Kulick, Rita; Katzir, Tami
Titel	Adolescent Word Reading in English as a Foreign Language
Quelle	In: Journal of Research in Reading, 43 (2020) 1, S.116-139 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zeltsman-Kulick, Rita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12293
Schlagwörter	Word Recognition; Reading Processes; Elementary School Students; Language Proficiency; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Foreign Countries; Vocabulary Skills; Decoding (Reading); Morphology (Languages); Syntax; Semitic Languages; Individual Differences; Phonology; Reading Tests; Secondary School Students; Phonological Awareness; Predictor Variables; Reading Skills; Written Language; Transfer of Training; Reading Difficulties; Israel + Suchen Sie Ihr Suchwort? Worterkennung; Leseprozess; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Aktiver Wortschatz; Dekodierung; Morphology; Morphologie; Arabisch; Hebräisch; Individueller Unterschied; Fonologie; Lesetest; Sekundarschüler; Prädiktor; Reading skill; Lesefertigkeit; Geschriebene Sprache; Training; Transfer; Ausbildung; Reading difficulty; Leseschwierigkeit
Abstract	The current study examined the proficiency of Israeli adolescents in reading single words in English, which is taught as a foreign language, and what language skills predict individual variability. Parallel measures of word reading, phonology, decoding, morpho-syntax and vocabulary in Hebrew and English were administered to 217 adolescents in 8th and 11th grade. Following 5-8 years of English as a foreign language instruction, participants achieved reading levels commensurate with those of third to fourth grade native English-speaking children. Decoding and vocabulary knowledge were significant predictors of single word reading across both orthographies. Morpho-syntactic knowledge predicted word reading only in Hebrew. Further, there was pronounced variability in the extent to which phonological awareness and vocabulary predicted word reading across languages. Low levels of reading performance underline the inherent challenge in achieving reading proficiency in the complex English orthography in a foreign language setting, with limited instruction time and suboptimal pedagogy. Decoding and vocabulary are identified as important universal processes in reading, whereas differences in other predictors support script-dependent processes in reading as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01