Cognitive Retroactive Transfer of Language Skills from English as a Foreign Language to Hebrew as the First Language

Autor/inn/en	Feder, Liat; Abu-Rabia, Salim
Titel	Cognitive Retroactive Transfer of Language Skills from English as a Foreign Language to Hebrew as the First Language
Quelle	In: Journal of Learning Disabilities, 55 (2022) 3, S.213-228 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/00222194211003820
Schlagwörter	Cognitive Processes; Transfer of Training; Language Skills; English (Second Language); Semitic Languages; Second Language Learning; Native Language; Grade 6; Middle School Students; Reading Improvement; Writing Improvement; Intervention; Reading Difficulties; Dyslexia; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Training; Transfer; Ausbildung; Language skill; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Zweitsprachenerwerb; School year 06; 6. Schuljahr; Schuljahr 06; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Reading difficulty; Leseschwierigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Ausland
Abstract	The study tested whether cognitive retroactive transfer (CRT) of language skills from English to Hebrew takes place; specifically, whether an improvement in linguistic and meta-linguistic skills in English as a foreign language (FL) would lead to an improvement in these skills in Hebrew as the first language (L1). The participants consisted of 124 students in Grade 6 who were randomly assigned to an experimental group or a control group. Each group was further divided into readers with dyslexia, poor readers, and typical readers groups. The experimental group participated in an English intervention program designed for this study. All participants were administered a battery of pre- and post-treatment tests in linguistic and meta-linguistic skills in Hebrew and in English. The findings supported the existence of CRT from skills in English to skills in Hebrew with reference to most of the variables in the domains of reading, writing, and language skills. The improvement in most of the linguistic and meta-linguistic tasks in both English and Hebrew was significantly higher in the experimental group compared with the control group. The innovation of this study was in testing CRT of linguistic and meta-linguistic skills from English to Hebrew. Limitations and direction for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11