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| Autor/inn/en | Brice, Henry; Siegelman, Noam; van den Bunt, Mark; Frost, Stephen J.; Rueckl, Jay G.; Pugh, Kenneth R.; Frost, Ram |
|---|---|
| Titel | Individual Differences in L2 Literacy Acquisition: Predicting Reading Skill from Sensitivity to Regularities between Orthography, Phonology, and Semantics |
| Quelle | In: Studies in Second Language Acquisition, 44 (2022) 3, S.737-758 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Brice, Henry) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| DOI | 10.1017/S0272263121000528 |
| Schlagwörter | Individual Differences; Second Language Learning; Reading Skills; Predictor Variables; Orthographic Symbols; Phonology; Semantics; English (Second Language) |
| Abstract | Statistical learning (SL) approaches to reading maintain that proficient reading requires assimilation of rich statistical regularities in the writing system. Reading skills in developing first-language readers are predicted by individual differences in sensitivity to regularities in mappings from orthography to phonology (O-P) and semantics (O-S), where good readers rely more on O-P consistency, and less on O-S associations. However, how these regularities are leveraged by second-language (L2) learners remains an open question. We utilize an individual-differences approach, measuring L2 English learners' sensitivity to O-P, O-S, and frequency during word-naming, across two years of immersion. We show that reliance on O-P is leveraged by better readers, while reliance on O-S is slower to develop, characterizing less proficient readers. All factors explain substantial individual variance in L2 reading skills. These findings show how SL plays a key role in L2 reading development through its role in assimilating sublexical regularities between print and speech. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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