Articulation Accuracy and Vocabulary Size Contributions to Phonemic Awareness and Word Reading in English Language Learners.

2005 ◽  
Vol 97 (4) ◽  
pp. 601-616 ◽  
Author(s):  
Theresa A. Roberts
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Word Reading ◽  
Vocabulary Size

Academic Effects of Peer-Mediated Interventions With English Language Learners

2016 ◽  
Vol 87 (1) ◽  
pp. 103-133 ◽  
Author(s):  
Daniel Pyle ◽  
Nicole Pyle ◽  
Benjamin Lignugaris/Kraft ◽  
Lillian Duran ◽  
Jessica Akers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Future Research ◽  
Heterogeneous Grouping ◽  
Study Quality ◽  
Core Content ◽  
Study Characteristics ◽  
Outcomes Study

The purpose of this article is to synthesize the extant research on peer-mediated interventions (PMIs) with English language learners (ELLs) in kindergarten through Grade 12. Fourteen studies that were published in peer-reviewed journals from 1983 to 2013 were examined in terms of study characteristics, the effects on academic outcomes, study quality, and overall effectiveness. Structured, heterogeneous grouping was used in the 10 peer pairing and 4 collaborative/cooperative grouping PMIs with ELLs. Eight of the 14 studies included high methodological quality. Overall, PMIs with ELLs are associated with medium to large effects on measures of phonemic awareness, vocabulary, and comprehension when compared to teacher-mediated comparison conditions. More research on PMIs with ELLs in high school and across core content areas, particularly mathematics, is warranted. Implications and future research for PMIs with ELLs are discussed.

Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

2019 ◽  
Vol 52 (3) ◽  
pp. 220-231 ◽  
Author(s):  
Caralyn Ludwig ◽  
Kan Guo ◽  
George K. Georgiou
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Reading Fluency ◽  
English Language ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Reading Accuracy ◽  
Positive Effects

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

Multicomponent Linguistic Awareness Intervention for At-Risk Kindergarteners

2016 ◽  
Vol 38 (3) ◽  
pp. 161-171 ◽  
Author(s):  
Jennifer L. Zoski ◽  
Karen A. Erickson
Keyword(s):  
At Risk ◽  
English Language Learners ◽  
Phonological Awareness ◽  
Early Literacy ◽  
Language Learners ◽  
English Language ◽  
Word Reading ◽  
Morphological Awareness ◽  
Preliminary Evidence ◽  
Linguistic Awareness

This study investigated the feasibility of multicomponent linguistic awareness intervention on early literacy skills in at-risk kindergarteners. Seventeen students, including native Spanish-speaking English language learners ( n = 10) and native English speakers ( n = 7), participated in a 6-week small-group therapy program, for a total of 12 intervention hours. Students received therapy in one of the following: phonological awareness and letter knowledge; morphological awareness; or a three-pronged intervention that addressed all three areas. Students demonstrated moderate to large gains in word reading ( d = 1.79–2.19), phonological awareness ( d = 0.73–1.59), morphological awareness ( d = 0.57–3.96), and morphological spelling ( d = 0.77–3.0). Analyses revealed no significant differences based on the type of intervention received. These results provide preliminary evidence for the feasibility of three-pronged linguistic awareness instruction for kindergarten students at risk for later reading difficulties, including English language learners, in intensive intervention programs.

Late-Emerging Developmental Language Disorders in English-Speaking Monolinguals and English-Language Learners: A Longitudinal Perspective

2019 ◽  
Vol 52 (6) ◽  
pp. 468-479 ◽  
Author(s):  
Fataneh Farnia ◽  
Esther Geva
Keyword(s):  
Working Memory ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Short Term Memory ◽  
Word Reading ◽  
Language Disorders ◽  
Early Years ◽  
Developmental Language Disorders ◽  
English Speaking

Research involving monolinguals has demonstrated that language impairment can be noticed in the early years and tends to persist into adolescence. More recently, research has begun to address the challenges of identifying and treating Developmental Language Disorders (DLD) in English Language Learners (ELLs). Developmental patterns of DLD are not necessarily consistent over time, and we hypothesized that some monolinguals and ELLs go “under the radar” in lower grades but their language difficulties become more pronounced in later years, as syntactic demands increase, hence “late-emerging DLD”. This longitudinal study examined (a) the existence of late-emerging DLD in Grades 4-6 in English-speaking monolinguals and ELLs, and (b) the Grade 1 and 3 cognitive and language profiles that predict late-emerging DLD. This study involved monolinguals (n = 149), and ELLs (n = 402) coming from diverse home language backgrounds. Cognitive (working memory, phonological short-term memory, processing speed), language (vocabulary and syntax), and word reading skills were assessed annually from grades 1 to 6. Separate parallel analyses in the monolingual and ELL samples confirmed that late-emerging DLD exists in both groups. In comparison with their typically developing peers, late-emerging DLD can be identified as early as Grade 1 based on poorer performance on phonological awareness, naming speed, and working memory.

English Language Learners' Nonword Repetition Performance: The Influence of Age, L2 Vocabulary Size, Length of L2 Exposure, and L1 Phonology

2016 ◽  
Vol 59 (1) ◽  
pp. 39-48 ◽  
Author(s):  
Tamara Sorenson Duncan ◽  
Johanne Paradis
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
South Asian ◽  
English Language ◽  
Receptive Vocabulary ◽  
Nonword Repetition ◽  
Vocabulary Size ◽  
Positive Effects ◽  
Number Of Factors ◽  
L2 Vocabulary

Purpose This study examined individual differences in English language learners' (ELLs) nonword repetition (NWR) accuracy, focusing on the effects of age, English vocabulary size, length of exposure to English, and first-language (L1) phonology. Method Participants were 75 typically developing ELLs (mean age 5;8 [years;months]) whose exposure to English began on average at age 4;4. Children spoke either a Chinese language or South Asian language as an L1 and were given English standardized tests for NWR and receptive vocabulary. Results Although the majority of ELLs scored within or above the monolingual normal range (71%), 29% scored below. Mixed logistic regression modeling revealed that a larger English vocabulary, longer English exposure, South Asian L1, and older age all had significant and positive effects on ELLs' NWR accuracy. Error analyses revealed the following L1 effect: onset consonants were produced more accurately than codas overall, but this effect was stronger for the Chinese group whose L1s have a more limited coda inventory compared with English. Conclusion ELLs' NWR performance is influenced by a number of factors. Consideration of these factors is important in deciding whether monolingual norm referencing is appropriate for ELL children.

scholarly journals Developing the Phonemic Awareness of Students Who Are Hard of Hearing and Have Dyslexia

2021 ◽  
Vol 14 (12) ◽  
pp. 72
Author(s):  
Mohammed Saleh Alajlan
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Phonemic Awareness ◽  
Hard Of Hearing ◽  
English Language ◽  
Single Case ◽  
Essential Element ◽  
Education Professionals ◽  
Synthetic Phonics

The term phonemic awareness refers to the ability to not only recognize that language is composed of distinct sounds but also the ability to manipulate those verbalized components of words. It is an essential element of reading, which also affects writing, since the two skills are complementary. English Language Learners (ELLs) and students with dyslexia struggle with phonemic awareness as do hard-of-hearing students. The combination of these characteristics tends to intensify the problems these students have and the support they require, which in turn necessitates awareness on the part of teachers and other education professionals. In this study, synthetic phonics and stretched segmenting are used to develop the phonemic awareness of a hard-of-hearing ELL student diagnosed with dyslexia. This single case study found both strategies to be effective in supporting the subject student.

scholarly journals A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners’ (ELL) Communicative Competences

2017 ◽  
Vol 10 (12) ◽  
pp. 83 ◽  
Author(s):  
Paolo Fabre-Merchan ◽  
Gabriela Torres-Jara ◽  
Francisco Andrade-Dominguez ◽  
Ma. Jose Ortiz-Zurita ◽  
Patricio Alvarez-Munoz
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
Phonemic Awareness ◽  
English Language ◽  
Phenomenological Study ◽  
English Language Teaching ◽  
Information And Communication ◽  
Ict Tools ◽  
Professional Field

Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.

Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children

2011 ◽  
Vol 32 (3) ◽  
pp. 601-618 ◽  
Author(s):  
GLORIA RAMIREZ ◽  
XI CHEN ◽  
ESTHER GEVA ◽  
YANG LUO
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Word Reading ◽  
First Language ◽  
Morphological Awareness ◽  
English Speakers ◽  
Unique Contribution ◽  
Spanish Speaking ◽  
English Speaking

ABSTRACTThis study examined the effects of first language characteristics on the development of two aspects of English morphological awareness: derivational and compound awareness in English language learners (ELLs) with Chinese or Spanish as their first language. It also assessed the contribution of derivational and compound awareness to word reading in the two groups of ELLs as well as in monolingual English-speaking children. Participants included 89 Spanish-speaking ELLs, 77 Chinese-speaking ELLs, and 78 monolingual English-speaking children from Grade 4 and Grade 7. Results showed that Chinese-speaking ELLs performed similarly to monolingual English speakers on English compound awareness, and monolingual English speakers outperformed Spanish-speaking ELLs. Spanish-speaking ELLs and monolingual children, in contrast, both outperformed Chinese-speaking ELLs on derivational awareness. Another key finding was that in all three groups of children, morphological awareness made a unique contribution to word reading after controlling for nonverbal ability, maternal education, and other reading related variables. These results underscore the influence of first language structure on the development of second language morphological awareness, and the similar contribution of morphological awareness to word reading across monolinguals and ELLs.

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