Browsing by Subject "Phonemic awareness"
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Item The effects of L1 orthographic features and phonological awareness on Chinese speakers learning to read in English(2010-12) Moody, Joe William; Sardegna, Veronica G.; Schallert, DianeThis report focuses on language transference between alphabetic (English) and logographic, non-alphabetic (Chinese) languages, with respect to the importance of phonemic awareness in literacy acquisition. Within large ESL/EFL classrooms, language learners from all cultures are taught in the same way. Instruction rarely caters for specific problems directly associated with L1 transfer or the learner’s culture. The purpose of this report is not only to gain a better understanding of the differences in literacy acquisition between the two languages (English and Chinese), but also to assess the impact of this difference on Chinese children learning how to read in English. Research is examined that focuses on the role that phonemic awareness plays in the acquisition of English literacy and in the acquisition of Chinese literacy. The relationship between Chinese orthographic features and word recognition processing in English as a second language is explored as well as cross-language transfer of phonological awareness and its effect on English literacy acquisition. Pedagogical implications are also discussed on how to apply these findings to the classroom for instructors of English as a second language.Item Learning disabilities in the foreign language classroom: implications for reading in Spanish(2009-08) Roggero, Sarah Davis; Plakans, Lia; García, Shernaz B.The purpose of this report is to inform foreign language (FL) educators about students with learning disabilities (LD) so that instruction can better serve their needs. It applies this to Spanish FL education in the United States, examining reading performance due to the role of reading in academic success and the prevalence of reading LD. The report outlines reading models and the cognitive processes within these approaches to explain how students read. With this understanding, the report examines LD, focusing on the role of phonemic awareness in L1 and FL reading. It analyzes reading instruction in English and Spanish in order to evaluate existing FL strategies and propose new interventions. From this report, educators should gain an understanding of how LD in reading impacts FL and how reading could be better addressed in the Spanish FL classroom.