An Examination of Differences in Linguistic and Meta-Linguistic Skills in English (FL) and Hebrew (L1): English Intervention Program for Dyslexic, Poor and Normal Readers

Autor/inn/en	Feder, Liat; Abu-Rabia, Salim
Titel	An Examination of Differences in Linguistic and Meta-Linguistic Skills in English (FL) and Hebrew (L1): English Intervention Program for Dyslexic, Poor and Normal Readers
Quelle	In: Journal of Educational Research, 113 (2020) 3, S.226-243 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1782812
Schlagwörter	Dyslexia; Reading Difficulties; Reading Skills; Semitic Languages; English (Second Language); Intervention; Linguistics; Metalinguistics; Grade 6; Phonology; Morphology (Languages); Syntax; Semantics; Written Language; Decoding (Reading); Word Recognition; Reading Fluency; Spelling; Reading Comprehension; Verbal Communication; Program Effectiveness; Foreign Countries; Phonological Awareness; Reading Rate; Accuracy; Israel; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Reading difficulty; Leseschwierigkeit; Reading skill; Lesefertigkeit; Arabisch; Hebräisch; English as second language; English; Second Language; Englisch als Zweitsprache; Linguistik; Metalanguage; Metasprache; School year 06; 6. Schuljahr; Schuljahr 06; Fonologie; Morphology; Morphologie; Semantik; Geschriebene Sprache; Dekodierung; Worterkennung; Schreibweise; Leseverstehen; Ausland; Reading readiness; Reading speed; Lesegeschwindigkeit
Abstract	This research examined differences between dyslexic, poor and normal readers who learn in the same educational framework, across various linguistic and meta-linguistic skills in Hebrew as the first language (L1) and English as a foreign language (FL), following an intervention program focusing on English linguistic skills. The participants included 124 sixth graders divided into an experimental and a control group, where each group was divided into dyslexic, poor and normal readers. The experimental group participated in an intervention program in English, constructed to the requirements of this research, in addition to the regular sixth-grade English curriculum. All participants were administered a battery of tests in English and Hebrew: phonology, morphology, syntax, semantics, orthography, decoding, word recognition, reading fluency, dictation, spelling and reading comprehension before and after the intervention program. More significant differences in most linguistic and meta-linguistic skills improvement in English and in Hebrew were found in the experimental group compared to the control group, with the most significant improvement exhibited by the dyslexic readers. The findings indicate the contribution of the intervention program in English for improving linguistic and meta-linguistic skills in both languages among all readers, and especially among dyslexic readers. Enlargement of the curriculum in English appears to expand their potential, and their improvement is better than that of the poor and normal readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01