scholarly journals L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3895 ◽  
Author(s):  
Ellie R.H. van Setten ◽  
Wim Tops ◽  
Britt E. Hakvoort ◽  
Aryan van der Leij ◽  
Natasha M. Maurits ◽  
...  
Keyword(s):  
Reading Fluency ◽  
Native Speakers ◽  
Familial Risk ◽  
Reaction Times ◽  
Short Term ◽  
Orthographic Transparency ◽  
L2 Reading ◽  
Pseudoword Reading ◽  
Reading And Spelling ◽  
Better Than

Background The present study investigated differences in reading and spelling outcomes in Dutch and English as a second language (ESL) in adolescents with a high familial risk of dyslexia, of whom some have developed dyslexia (HRDys) while others have not (HRnonDys), in comparison to a low familial risk control group without dyslexia (LRnonDys). This allowed us to investigate the persistence of dyslexia in the first language (L1) and the effect of dyslexia on the second language (L2), which has, in this case, a lower orthographic transparency. Furthermore, the inclusion of the HRnonDys group allowed us to investigate the continuity of the familial risk of dyslexia, as previous studies observed that the HRnonDys group often scores in between the HRDys and LRnonDys group, and whether these readers without reading deficits in Dutch, have more reading difficulties in ESL. Methods The data of three groups of adolescents were analyzed; 27 LRnonDys, 25 HRdys 25 HRnonDys. The mean age was 14;1 years; months, and 37 were male. All were native speakers of Dutch, attended regular secondary education (grade 7–10), and were non-native speakers of English. Using MANOVA the groups were compared on Dutch and English word reading fluency (WRF), spelling and vocabulary, Dutch pseudoword and loanword reading fluency, phonological awareness (PA), rapid automatized naming (RAN), and verbal short term and working memory. A repeated measures ANOVA was used to compare English and Dutch WRF, spelling and vocabulary directly within the three groups. Results The analyses revealed that the HRDys group had a deficit in both reading and spelling in Dutch and ESL. They also performed poorer than the LRnonDys group on all other measures. Effect sizes were especially large for pseudoword reading and the reaction times during the PA task. The HRnonDys group scored generally poorer than the LRnonDys group but this difference was only significant for Dutch pseudoword reading, PA reaction times and verbal short term memory. In general the HRDys and HRnonDys group scored similar in Dutch and English, except for English WRF where the HRDys group scored slightly better than expected based on their Dutch WRF. Discussion There was a high persistence of dyslexia. Adolescents with dyslexia had large impairments in reading and spelling, and reading related measures, both in Dutch and ESL. Despite high inter-individual differences, an overall three-step pattern was observed. Adolescents in the HRnonDys group scored in between the HRDys and LRnonDys group, supporting the polygenetic origin of dyslexia and the continuity of the familial risk of dyslexia. The lower orthographic transparency did not have a negative effect on L2 reading, spelling and vocabulary, both in the HRnonDys and HRDys group. The latter group performed slightly better than expected in L2, which may be a result of the massive exposure to English and high motivation to use English by adolescents.

The on-line application of binding Principle A in English as a second language

2009 ◽  
Vol 12 (4) ◽  
pp. 485-502 ◽  
Author(s):  
CLAUDIA FELSER ◽  
MIKAKO SATO ◽  
NICHOLAS BERTENSHAW
Keyword(s):  
Second Language ◽  
Eye Movement ◽  
Time Course ◽  
Native Speakers ◽  
L2 Reading ◽  
Anaphor Resolution ◽  
Monitoring Technique ◽  
On Line ◽  
Movement Monitoring ◽  
Object Pronouns

We report the results from two experiments investigating proficient Japanese-speaking learners' processing of reflexive object pronouns in English as a second language (L2). Experiment 1 used a timed grammaticality judgement task to assess learners' sensitivity to binding Principle A under processing pressure, and Experiment 2 investigated the time-course of reflexive anaphor resolution during L2 reading using the eye-movement monitoring technique. Taken together, our results show that despite having demonstrated native-like knowledge of reflexive binding in corresponding untimed tasks, the learners processed English reflexives differently from native speakers in that they took into consideration a matching discourse-prominent but binding-theoretically inappropriate antecedent when first encountering a reflexive. This suggests that unlike what has been reported in corresponding monolingual processing research (Sturt, 2003), initial antecedent search in L2 English is not constrained by binding Principle A.

scholarly journals A META-ANALYSIS OF SENSITIVITY TO GRAMMATICAL INFORMATION DURING SELF-PACED READING: TOWARDS A FRAMEWORK OF REFERENCE FOR READING TIME EFFECT SIZES

2019 ◽  
Vol 41 (5) ◽  
pp. 1055-1087 ◽  
Author(s):  
Nick Avery ◽  
Emma Marsden
Keyword(s):  
Reading Time ◽  
Native Speakers ◽  
Meta Analysis ◽  
Time Effect ◽  
Effect Sizes ◽  
L2 Reading ◽  
Linguistic Feature ◽  
Online Processing ◽  
L2 Learners ◽  
L1 Influence

AbstractDespite extensive theoretical and empirical research, we do not have estimations of the magnitude of sensitivity to grammatical information during L2 online processing. This is largely due to reliance on null hypothesis significance testing (Plonsky, 2015). The current meta-analysis draws on data from one elicitation technique, self-paced reading, across 57 studies (N = 3,052), to estimate sensitivity to L2 morphosyntax and how far L1 background moderates this. Overall, we found a reliable sensitivity to L2 morphosyntax at advanced proficiencies (d = .20, 95% CIs .15, .25), with some evidence that this was reliably lower than for native speakers (NSs). These patterns were not generally moderated by linguistic feature or sentence region. However, effects for anomaly detection were larger among NSs than L2 learners and the effects among L2 learners appeared to show a trend toward L1 influence. Finding smaller effects than in other subdomains, we provide an initial framework of reference for L2 reading time effect sizes.

scholarly journals Children’s perceptions of the importance and value of reading

2018 ◽  
Vol 62 (2) ◽  
pp. 135-153 ◽  
Author(s):  
Margaret Kristin Merga ◽  
Saiyidi Mat Roni
Keyword(s):  
Skill Acquisition ◽  
Reading Skill ◽  
Independent Reading ◽  
Reading Engagement ◽  
Literacy Skill ◽  
Recreational Reading ◽  
Children's Perceptions ◽  
Children’S Perceptions ◽  
Children's Reading ◽  
Children’S Reading

Fostering children’s engagement in regular recreational reading beyond independent skill acquisition is beneficial to promote continued literacy engagement. Regular recreational reading is associated with both literacy skill acquisition and maintenance across the life span. Children’s perceptions of the importance and value of reading can influence their motivation to read. However, it is not currently known if children continue to perceive the value of reading beyond the period of independent reading skill acquisition. Findings from a sample of 997 older elementary children indicate that some children may not recognise the value of reading beyond independent reading skill acquisition. This is particularly significant, as children who valued the practice of reading read with greater frequency. In addition, children’s subjective task valuing of reading was revealed through the scope of benefits they associated with engagement in the practice, which influenced their conceptualisation of its value. These findings have implications for future educational reading interventions, as fostering greater valuing of regular reading may enhance children’s reading engagement, with valuing of reading found to be an important component of children’s reading motivation.

scholarly journals Re-assembling objects: a new look at the L2 acquisition of pronominal clitics

2015 ◽  
Vol 20 (3) ◽  
pp. 512-529 ◽  
Author(s):  
ELENA SHIMANSKAYA ◽  
ROUMYANA SLABAKOVA
Keyword(s):  
Reading Time ◽  
Native Speakers ◽  
L2 Acquisition ◽  
Linguistic Features ◽  
L2 Reading ◽  
Time Patterns ◽  
Feature Reassembly ◽  
L1 Influence ◽  
French And English ◽  
On Line

We test the predictions of the Feature Reassembly Hypothesis (FRH) as applied to the L2 acquisition of French pronominal clitics by Anglophone learners, capitalizing on the fact that different semantic and morphosyntactic features are lexically encoded by French and English pronouns. A picture selection task and a self-paced reading task examine how the information encoded in the L2 forms affects off-line and on-line pronoun interpretation. Our findings suggest that the initial L1–L2 mapping was indeed influenced by the L1. Nevertheless, L2 learners successfully reassembled features into L2 bundles, as evidenced by target-like off-line performance. L2 reading time patterns, however, indicate that L1 representations may have a longer-lasting impact: learners’ reactions to the mismatching input followed a different pattern and were slightly delayed as compared to native speakers’. These results are in line with the FRH, which conceptualizes L1 influence as the transfer of atomic linguistic features and their combinations.

Acquisition and Retention: The Similar Factors Implicated in the Development and Maintenance of Reading Skill, Habit, and Preference

2013 ◽  
Author(s):  
Kim G. Kofmel
Keyword(s):  
Skill Acquisition ◽  
Habit Formation ◽  
Reading Skill ◽  
Adult Readers ◽  
Preference Formation ◽  
Social Environmental

Data from a recent study of adult readers suggests that genre preference formation is, like skill acquisition and habit formation, partly mediated by social, environmental and experiential factors. Preference formation can be viewed as an integral part of the reading lifetime and as a particular form of lifelong learning.Les données d'une étude récente sur les lecteurs adultes suggèrent que la formation préférentielle de genre, comme l'acquisition de compétences ou la formation des habitudes, est souvent influencée par des facteurs sociaux, environnementaux et expérimentaux. Cette formation préférentielle peut être considérée comme une partie intégrante de la lecture permanente et une forme particulière d'apprentissage continu. 

Sign in / Sign up

Export Citation Format

Share Document