Learning to Read in Their Heritage Language: Hindi-English Speaking Children Reading Two Different Orthographies

2019 ◽  
pp. 329-351
Author(s):  
Amna Mirza ◽  
Alexandra Gottardo
Keyword(s):  
Heritage Language ◽  
Learning To Read ◽  
English Speaking ◽  
Different Orthographies

Distinct Benefits Given Large Versus Small Grain Orthographic Instruction for English-Speaking Adults Learning to Read Russian Cyrillic

2019 ◽  
Vol 49 (6) ◽  
pp. 915-933
Author(s):  
Christine Brennan ◽  
Jennifer Kiskin
Keyword(s):  
Learning To Read ◽  
English Speaking

Phonics for the Aboriginal Classroom

1982 ◽  
Vol 10 (5) ◽  
pp. 32-37 ◽  
Author(s):  
M.A. Gale
Keyword(s):  
Natural Process ◽  
Reading Specialists ◽  
Classroom Teachers ◽  
Learning To Read ◽  
Read Naturally ◽  
English Speaking ◽  
One To One ◽  
Aboriginal Children ◽  
Literate Society ◽  
The Way

Much has been said and written by the reading specialists about the way children learn to read and how teachers should be facilitators in this natural process. Frank Smith says that phonics need not be taught in the classroom; in fact he says it makes the learning to read process more difficult for children (Smith 1973, p.185).Phonics or grapho-phonics tells a reader and writer how spelling patterns relate to sound sequences (Reed 1977, p.393). Whether phonics is taught incidentally on a one-to-one basis or whether it is taught more formally, I believe phonics does have a place in the classroom today, particularly in the bilingual Aboriginal classroom. Teachers of Aboriginal children should feel free to teach phonics, despite what the specialists say.Much that has been written relates to native English-speaking children, brought up in a literate society where newspapers and bedtime stories are the norm. In this paper I am concerned with non-English speaking tribal Aboriginal children, in a pre-literate society. They attend bilingual schools where they learn to read and write first in the vernacular and then in English. I will point out that what the reading specialists advocate in learning to read naturally, is not always sound advice for tribal Aboriginal children learning to read and write in the vernacular.

Analysing Language Exposure and its Consequences on Bilingual Development in Dutch–English-Speaking Children in Australia

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Marrit Janabi ◽  
Alison Purcell ◽  
Elisabeth Duursma ◽  
Margot Bochane ◽  
Hans Bogaardt
Keyword(s):  
Language Development ◽  
Heritage Language ◽  
English Language ◽  
Parental Influence ◽  
Receptive Language ◽  
English Language Development ◽  
Language Assessments ◽  
English Speaking ◽  
Dutch Language ◽  
Dutch Children

The purpose of this study was to determine if there are differences in overall language ability and vocabulary of either Australian or overseas born bilingual Dutch–English children and the possible parental influence on these children’s language development. The participants were 86 children aged 4–12 years living in Australia and either born there or overseas in the Netherlands. Standardized language assessments were used to assess children’s expressive and receptive language skills in Dutch and English. Children born in Australia scored significantly higher on English language assessments and lower on the Dutch language assessments. When children’s parents frequently spoke Dutch with their children, they had significantly better Dutch skills, and when parents spoke primarily English at home, their children had better English skills. Based on outcomes on the questionnaires, multivariate logistic regression identified that storytelling and reading books in the heritage language contributed significantly to children’s Dutch language development). The study could not identify factors that contribute to English language development in Dutch children in Australia. However, for the Dutch language, frequent storytelling and reading books in Dutch are both important factors for development of the native language.

Nursery rhymes, phonological skills and reading

1989 ◽  
Vol 16 (2) ◽  
pp. 407-428 ◽  
Author(s):  
P. E. Bryant ◽  
L. Bradley ◽  
M. Maclean ◽  
J. Crossland
Keyword(s):  
Longitudinal Data ◽  
Social Background ◽  
Learning To Read ◽  
Phonological Skills ◽  
Phonological Sensitivity ◽  
Spelling Ability ◽  
Strong Relation ◽  
English Speaking ◽  
Children's Reading ◽  
Reading And Spelling

ABSTRACTNursery rhymes are an almost universal part of young English-speaking children's lives. We have already established that there are strong links between children's early knowledge of nursery rhymes at 3;3 and their developing phonological skills over the next year and a quarter. Since such skills are known to be related to children's success in learning to read, this result suggests the hypothesis that acquaintance with nursery rhymes might also affect children's reading. We now report longitudinal data from a group of 64 children from the age of 3;4 to 6;3 which support this hypothesis. There is a strong relation between early knowledge of nursery rhymes and success in reading and spelling over the next three years even after differences in social background, I.Q and the children's phonological skills at the start of the project are taken into account. This raises the question of how nursery rhymes have such an effect. Our answer is that knowledge of nursery rhymes enhances children's phonological sensitivity which in turn helps them to learn to read. This paper presents further analyses which support the idea of this path from nursery rhymes to reading. Nursery rhymes are related to the child's subsequent sensitivity to rhyme and phonemes. Moreover the connection between knowledge of nursery rhymes and reading and spelling ability disappears when controls are made for differences in these subsequent phonological skills.

scholarly journals Developmental dyslexia: clinical aspects

2010 ◽  
Vol 16 (5) ◽  
pp. 380-387 ◽  
Author(s):  
M. S. Thambirajah
Keyword(s):  
Developmental Dyslexia ◽  
Developmental Disorders ◽  
Reading Interventions ◽  
Clinical Aspects ◽  
Learning To Read ◽  
Hyperactivity Disorder ◽  
Educational Professionals ◽  
English Speaking ◽  
High Degree ◽  
High Comorbidity

SummaryDevelopmental dyslexia (reading disability) is a specific impairment in learning to read that affects 3–6% of school children in English-speaking countries. It is overrepresented in clinical populations referred to child and adolescent mental health services because of its high comorbidity with conduct disorder, attention-deficit hyperactivity disorder and other developmental disorders. Clinicians may fail to identify it unless they maintain a high degree of awareness and make specific inquiries. A three-stage approach (routine screening, in-depth examination and referral for further testing) is described. The features of dyslexia and the clues to its diagnosis are discussed. A number of simple tests for identifying it are available and familiarity with these should improve diagnostic accuracy. In addition to treating psychiatric comorbidity, the clinician can help the child by working with educational professionals to ensure that educational needs are met. Evidence-based early interventions are available. Later reading interventions improve reading but rarely bring about normalisation.

scholarly journals The Second Generation: Heritage Language Maintenance – Native English Speakers Living in Israel – Case Study No. 3

2014 ◽  
Vol 5 (1) ◽  
pp. 18
Author(s):  
Orly Kayam
Keyword(s):  
Heritage Language ◽  
Language Maintenance ◽  
Native English Speakers ◽  
English Speakers ◽  
Heritage Language Maintenance ◽  
The Family ◽  
Two Generations ◽  
Family Language ◽  
English Speaking

Heritage language maintenance faces additional challenges when native English speakers intermarry with partners from the host society. This paper, the third in a series, focuses on the family language policies, or lack thereof, of two generations of English speaking women married to Hebrew speaking Israeli men.

scholarly journals Utilizing Classroom Action Research in Indonesian Tertiary Students’ English Speaking Class

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 17-30
Author(s):  
Imelda Gozali
Keyword(s):  
Action Research ◽  
Error Analysis ◽  
Research Methodology ◽  
Corrective Feedback ◽  
Spontaneous Speech ◽  
English Department ◽  
Learning To Read ◽  
Different Types ◽  
English Speaking ◽  
Classroom Action Research

Proficiency in productive skills, most notably speaking, has been commonly regarded as a gauge of success in learning English. It is of no surprise that many non-English department colleges include English speaking classes, apart from general, grammar-based lessons, in the list of their general basic subjects (mata kuliah dasar umum). The writer has been teaching such English speaking class for three years in a tertiary institute in Indonesia. In the course of it, she noted several frequently-committed errors of her students, and was therefore interested in analyzing them and to study the most appropriate way to address them. There has been scant literature available on Error Analysis (EA) on spontaneous English speech of Indonesian students, let alone the ways to improve the speech through Corrective Feedback (CF). To address this gap, the writer used Error Analysis to group and classify the errors committed, and then gave Corrective Feedback during free, spontaneous speech of the students, in order to try to remedy the errors committed during the speaking classes. The CF was further divided into peer- and teacher-correction, who in turn used different types of feedback (recast, repetition, direct and indirect). The study was carried out using Classroom Action Research methodology, with 80 students as the subjects. The ‘plan’ stage comprised the EA execution, and the CF constituted the ‘act’ stage. In the ‘observe’ and ‘result’ stage, the writer concluded that teaching Basic Phonics, which is usually taught to children when learning to read, might be necessary to improve students’ pronunciation. Students were also receptive to CF from the teacher and could retain some feedback given by their peers.

Sign in / Sign up

Export Citation Format

Share Document