An Analysis on Learners’ Word Reading and Writing in an English Reading-to-Write Task System

2021 ◽  
pp. 47-53
Author(s):  
Min Kang ◽  
Koichi Kawamura ◽  
Harumi Kashiwagi ◽  
Kazuhiro Ohtsuki
Keyword(s):  
Word Reading ◽  
Reading And Writing ◽  
English Reading ◽  
Task System

The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals

2015 ◽  
Vol 37 (5) ◽  
pp. 1083-1115 ◽  
Author(s):  
ALEXANDRA GOTTARDO ◽  
ADRIAN PASQUARELLA ◽  
XI CHEN ◽  
GLORIA RAMIREZ
Keyword(s):  
Grain Size ◽  
Phonological Awareness ◽  
Reading Skills ◽  
Word Reading ◽  
First Language ◽  
Phonological Sensitivity ◽  
English Reading ◽  
Syllable Onset ◽  
Different Orthographies ◽  
The Impact

ABSTRACTThe relationships among first language (L1) and second language (L2) phonological awareness and reading skills were examined in English L2 learners with a variety of L1s, specifically Spanish, Portuguese, and Chinese (maximum N = 252). Longitudinal and concurrent relations between word reading and subcomponents of phonological awareness (i.e., syllable, onset-rime, phoneme, and, where applicable, tone awareness) were examined in kindergarten and first and second grades. The relationships between reading and specific subcomponents of phonological awareness were associated with the orthography being read, English or the L1. Phonological awareness subcomponents related to English reading were generally similar for the three English L2 groups, despite differences in the orthographies of learners’ native language. The findings support the psycholinguistic grain size theory with regard to links between phonological sensitivity and the sound–symbol correspondences used to read the specific languages.

scholarly journals The Effective of Computer-Assisted Instruction Based on Top-Level Structure Method in English Reading and Writing Abilities of Thai EFL Students

2015 ◽  
Vol 8 (11) ◽  
pp. 231 ◽  
Author(s):  
Nattapong Jinajai ◽  
Saowalak Rattanavich
Keyword(s):  
Repeated Measures ◽  
Level Structure ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Reading And Writing ◽  
English Reading ◽  
Efl Students ◽  
Ninth Grade Students ◽  
Assisted Instruction ◽  
Experimental Group

<p>This research aims to study the development of ninth grade students’ reading and writing abilities and interests in learning English taught through computer-assisted instruction (CAI) based on the top-level structure (TLS) method. An experimental group time series design was used, and the data was analyzed by multivariate analysis of variance (MANOVA) with repeated measures as well as basic statistical and line graphs. The results demonstrate that the experimental group attained significantly higher development in English reading and writing at the .001 level and registered significantly higher interests at the .01 level.</p>

scholarly journals L2 reading–writing correlation in Japanese EFL high school students

2011 ◽  
Vol 35 (5) ◽  
pp. 23 ◽  
Author(s):  
Fumihiko Ito
Keyword(s):  
High School ◽  
High School Students ◽  
Test Scores ◽  
Reading Scores ◽  
Coefficient Of Determination ◽  
School Students ◽  
L2 Reading ◽  
Reading And Writing ◽  
Writing Test ◽  
English Reading

This study examines the relationship between English reading and writing skills in Japanese high school students, based on reading and writing test scores gathered in 2006. The participants were 68 native Japanese high school students learning English as a Foreign Language (EFL). The correlation between L2 reading and writing test scores is statistically significant (r = .45), and the coefficient of determination is .2025 with L2 reading scores explaining approximately one-fifth (20.25%) of the total variance of L2 writing scores. These results imply some effect of L2 readings skills on the quality of L2 composition in Japanese EFL high school students. 本研究は、2006年に実施した英語読解試験と英語作文試験のデータを基に、英語読解力と英語作文力の相関関係を調査したものである。被験者は、英語を外国語として学習している高等学校3年生であった。両試験得点間には有意な相関関係(r = .45)が認められた。さらに、重回帰分析を行ったところ、読解試験得点が作文試験得点に及ぼしている説明力の割合は20.25 %であった。実験結果は、第一外国語として英語を学習している日本人高校生の英語読解力は、英語作文力に対し、ある一定の影響を与えているということを示唆している。

scholarly journals Vocabulary profiles and reading comprehension in young bilingual children

2017 ◽  
Vol 8 ◽  
Author(s):  
Christie Fraser ◽  
Alexandra Gottardo ◽  
Esther Geva
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Word Reading ◽  
Vocabulary Knowledge ◽  
Learning Ability ◽  
Group Model ◽  
English Reading ◽  
English Reading Comprehension ◽  
L2 Vocabulary ◽  
L1 And L2

Strong vocabulary knowledge is important for success in reading comprehension for English language learners (ELLs). The interplay between first (L1) and second language (L2) vocabulary knowledge in L2 English reading comprehension was examined to determine whether ELLs, whose command of L1 and L2 vocabulary varied across languages, differed in English reading comprehension in grades 2 and 4. ELLs (n = 105) were assigned to a bilingual profile group based on their L1 and L2 vocabulary knowledge and in relation to the sample: L1 dominant (strong L1), L2 dominant (strong L2), high balanced (strong in both), or low balanced (compromised in both). Relationships among L1 and L2 (English) vocabulary, nonverbal cognitive ability, word reading, and reading comprehension in English were examined. Results indicated that reading comprehension was related to bilingual profile, and that a three group model better characterized the sample when compared to the four group model that was initially hypothesized. L1 vocabulary was not uniquely predictive of L2 (English) reading comprehension. L2 vocabulary aligned betterwith reading comprehension concurrently in grade 2, and longitudinally in grade 4. In support of a common underlying cognitive processes perspective, individual differences in learning vocabulary may be a proxy forgeneral language learning ability, which supports reading comprehension.

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