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PREDICTORS OF EARLY READING DEVELOPMENT IN A FIRST AND SECOND LANGUAGE

Year 2010, Volume: 1 Issue: 2, 1 - 16, 20.09.2010

Rhonda Marie Joy , Assist.prof.dr.rhonda Joy

Abstract

As globalization becomes more widespread and countries become more multicultural, there is an increased need to understand how to effectively promote the learning of foreign languages. An important part of that process relates to understanding how reading develops when a child is learning a new language. Researchers' focus on assessing students' foreign language oral language proficiency has not provided as much insight as expected into that development. This paper reports on a study of grade one students whose first language was English and who were being schooled in French as a second language. The context provided an ideal case in which to investigate how well variables in addition to oral language proficiency such as phonological awareness, word reading, memory, rapid automatized naming (RAN), and vocabulary predict reading development in a first and second language. Methods involved testing 47 Canadian students at the beginning and end of the school year. Findings revealed that word reading was the sole variable that predicted reading development within and across time and for the first and second language. Phonological awareness and RAN were the next most important variables, followed by memory and vocabulary. Oral language proficiency did not play a significant role. The results of this study suggest that those involved in assessing young children's first and second language reading should focus on word reading, phonological awareness, RAN and memory. As well, findings suggest that oral language proficiency in a foreign or second language may not be an accurate predictor of reading development.

Keywords

predictors of early reading elementary education first language second-language learning bilingual education

References

  • Alegria, J., Pignot, E., & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10(5), 451-456.
  • August, D., Calderon, M., & Carlo, M. (2001). Transfer of skills from Spanish to English: a study of young learners. Washington, D.C.: Center for Applied Linguistics.
  • Benton, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first grade schooling on the development of phonological awareness. Psychological Science, 2(4), 271-274.
  • Bowers, P.G., & Swanson, L.B. (1991). Naming speed deficits in reading disability: Multiple measures of a single process. Journal of Experimental Child Psychology, 5(2), 195-219.
  • Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22(2), 307-324.
  • Chevrier, J.M. (1988). Echelle d’intelligence Stanford-Binet (4th ed.). Montreal, QC: Institut de Recherches Psychologiques.
  • Chiappe, P., Siegel, L.S., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369-400.
  • Cisero, C.A., & Royer, J.M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20(3), 275-303.
  • Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91(1), 29-43.
  • Cormier, P., Godin, L., Grandmaison, E., Ouellette-Lebel, D., Hebert, N., & MacDonald, G.W. (1994). Test of Auditory Analysis in French. Moncton, NB.: Universite de Moncton.
  • Cormier, P., & Kelson, S., (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French Immersion. Scientific Studies of Reading, 4, 267-293.
  • Cossu, G., Shankweiler, D., Liberman, I.Y., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability of Italian children. Applied Psycholinguistics, 9, 1-16.
  • Deacon, S.H., Wade-Woolley, L., Kirby, J. (2007). The role of morphological awareness in French immersion children’s reading. Development Psychology, 43(3), 732-746.
  • Denckla, M.B., & Rudel, R.G. (1976). Rapid automatized names (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuroscience, 14, 471-479.
  • Dunn, L.M., & Dunn, L.M. (1981). Peabody Picture Vocabulary Test-revised. Circle Pines, MN: American Guidance Service.
  • Durgunoglu, A.Y., Nagy, W.E., & Hancin-Bhatt, B.J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85(3), 453-465.
  • Durgunoglu, A.Y., & Oney, B. (1999). A cross-linguistics comparison of phonological awareness and word reading. Reading and Writing: An Interdisciplinary Journal, 11(4), 281-299.
  • Ehri, L.C. (1998). Research on learning to read and spell: A personal-historical perspective. Scientific Studies of Reading, 2(2), 97-114.
  • Genesee, F. & Geva, E. (2006). Cross-linguistic relationships in working memory, phonological processes and oral language. In D.L. August & T. Shanahan (EDs.), Developing literacy in a second language: Report of the National Literacy Panel (pp. 175-184). Mahwah, NJ: Erbaum.
  • Geva, E. (1995). French Pseudoword Decoding Task. Toronto, Ontario, Canada: Ontario Institute for Studies in Education, Department of Special Education and Adaptive Instruction.
  • Geva, E., & Clifton, S. (1994). The development of first and second language reading skills in early French Immersion. The Canadian Modern Language Review, 50, 646-667.
  • Geva, E., & Petrulis-Wright, J. (2000). The role of oral language proficiency in the reading development of L1 and L2 primary level children. Unpublished manuscript, University of Toronto, Toronto, Ontario, Canada.
  • Geva, E., & Siegel, L.S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1-2), 1-30.
  • Geva, E., Wade-Woolley, L., & Shany, M. (1993). The concurrent development of spelling and decoding in two different orthographies. Journal of Reading Behavior, 25, 383-406.
  • Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 123-154.
  • Gholamain, M., & Geva, E. (1999). Orthographic and cognitive factors in the concurrent development of basic reading skills in English and Persian. Language Learning, 49, 185-217.
  • Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish-English speakers. Topics in Language Disorders: Dyslexia among biliterates: A global perspective, 22(5), 46-70.
  • Jastak, J.R., & Jastak, S.R. (1984). Wide Range Achievement Test-Revised. Wilmington, DE: Guidance Associates.
  • Jimenez, R.T., Garcia, G. E., & Pearson, P.D. (1995). Three children, two languages, and Strategic reading: Case studies in Bilingual/monolingual reading. American Educational Research Journal, 32 (1), 67-97.
  • Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559-578.
  • Lesaux, N.K., & Siegel, L. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005-1019.
  • MacCoubrey, S.J., Wade-Woolley, L., Klinger, D., & Kirby, J.R. (2004). Early identification of at-risk L2 readers. The Canadian Modern Language Review, 61(1), 11-28.
  • Mumtaz, S., & Humphreys, G.W. (2001). The effects of bilingualism on learning to read English: Evidence from the contrast of Urdu-English bilingual and English monolingual children. Journal of Research in Reading, 24(2), 113-131.
  • Nasland, J.A., & Schneider, W. (1991). Longitudinal effects of verbal ability, memory capacity and phonological awareness on reading performance. European Journal of Psychology of Education, 6(4), 375-392.
  • National Institute of Child Health and Human Development. (2000). Report of the Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved July 10, 2010 from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.
  • Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, P.D., & Berninger, V.W. (2002). Phonological awareness and beginning reading in Spanish speaking ESL first graders: research into practice. Journal of School Psychology, 40(1), 85-111.
  • Rosner, J., & Simon, D.P. (1971). The Auditory Analysis Test: An initial report. Journal of Learning Disabilities, 4(7), 384-392.
  • Tingley, P.A., Dore, K.A., Lopez, A., Parsons, H., Campbell, E., Bird, E.K.R., & Cleave, P. (2004). A comparison of phonological awareness skills in early French Immersion and English children. Journal of Psycholinguistic Research, 33(3), 263-287.
  • Thorndike, L., Hagen, E.P., & Sattler, J.M. (1986). The Stanford-Binet Intelligence Scale (4th ed.). Itasca, IL: Riverside.
  • Vukovic, R.K., & Siegel, L.S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39 (1), 25-47.
  • Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87.
  • Wechsler, D. (1991). Wechsler Intelligence Scales for Children (3rd ed.). New York:Psychological Corporation.
  • Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word reading in English and German children. Cognition, 51, 91-103.
  • Wolf, M., & Bowers, P.G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438.
  • Wolf, M., O’Rourke, A.G., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002).The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 15(1-2), 43-72.
  • Woodcock, R.W. (1987). Woodcock Reading Mastery Test. Circle Pines, MN: American Guidance Services.
  • Wormeli, C.T., & Ardanaz, N. (1987). Canadian French Individual Achievement Test. Vancouver, B.C.: University of British Columbia, Faculty of Education, Education Clinic.

İLK VE İKİNCİ DİLDE İLK OKUMAYI GELİŞTİRMEYİ ETKİLEYEN FAKTÖRLER

Year 2010, Volume: 1 Issue: 2, 1 - 16, 20.09.2010

Rhonda Marie Joy , Assist.prof.dr.rhonda Joy

Abstract

Problem (amaç): Küreselleşme ve ülkelerin çok kültürlülüğü yaygınlaştıkça etkili bir ikinci dil öğrenmenin nasıl olabileceğinin anlaşılması gereksinimi de artmıştır. Bunu anlamanın bir yolu bir çocuğun yeni bir dili nasıl öğrendiğinin tanımlanmasından geçebilir. Yeni bir dili öğrenen çocuğun bunu nasıl yaptığına ilişkin alanyazında birçok çalışmaya rastlamak olanaklıdır. Ancak ilk dil olarak İngilizce ve ikinci dil olarak Fransızca'nın öğrenilmesinde, okumada önemli etkisi olan fonolojik farkındalık vb ile ilgili faktörlere dönük bir çalışmaya rastlanmamıştır. Bu çalışmanın amacı söz konusu faktörlerin neler olabileceğini ve bu faktörlerin ikinci dilin söz-kelime kodu üzerinde nasıl rol oynayabileceğini ortaya koymaktır.
Yöntem: Çalışma Kanada okullarından üç tane birinci sınıftan (okuma sınıfı) kırk yedi (20 Bay-27 Bayan) öğrenci ile yapıldı. Bu öğrencilerin ilk dilleri İngilizce idi ve üçüncü sınıfa kadar da İngilizce ile ilgili bir ders almıyorlardı. Bu öğrencilere yılın başında ve sonunda olmak üzere iki test uygulandı. İngilizce ve Fransızca tesler çocuklara bire bir okunarak sunuldu. Herbir testte (ayrıntıları makale metninde oluşturulan tablolar ile verilen) ölçümler yapıldı.
Bulgular: Araştırmanın sonucunda ilk ve ikinci dilde okumayı geliştirme süreci içinde kelime okuma tek değişken olarak bulundu. Bellek ve kelime takibi sağlayan sonraki iki önemli değişken ise fonolojik farkındalık ve hızlı otomotik adlandırma (HOA) idi. Diğer yandan bu süreçte, oral dil yeterliği anlamlı bir rol oynamamaktaydı.
Öneriler: Bu çalışmanın sonuçlarına bakarak çocukların ilk ve ikinci dilde okumalarında, fonolojik farkındalık, bellek ve hızlıu otomotik adlandırma (HOA) üzerine yoğunlaşılması gerektiği söylenebilir. Diğer yandan oral dil yeterliğine gerekenden fazla bir anlam yüklenmemesi gerekliliği de bir başka öneri olarak sunulabilir.

Keywords

İlkokuma etkenleri İlköğretim Dil eğitimi İlk dil öğrenme İkinci dil öğrenme

References

  • Alegria, J., Pignot, E., & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10(5), 451-456.
  • August, D., Calderon, M., & Carlo, M. (2001). Transfer of skills from Spanish to English: a study of young learners. Washington, D.C.: Center for Applied Linguistics.
  • Benton, S., Hammer, R., & Cahan, S. (1991). The effects of aging and first grade schooling on the development of phonological awareness. Psychological Science, 2(4), 271-274.
  • Bowers, P.G., & Swanson, L.B. (1991). Naming speed deficits in reading disability: Multiple measures of a single process. Journal of Experimental Child Psychology, 5(2), 195-219.
  • Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22(2), 307-324.
  • Chevrier, J.M. (1988). Echelle d’intelligence Stanford-Binet (4th ed.). Montreal, QC: Institut de Recherches Psychologiques.
  • Chiappe, P., Siegel, L.S., & Wade-Woolley, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369-400.
  • Cisero, C.A., & Royer, J.M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20(3), 275-303.
  • Comeau, L., Cormier, P., Grandmaison, E., & Lacroix, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Journal of Educational Psychology, 91(1), 29-43.
  • Cormier, P., Godin, L., Grandmaison, E., Ouellette-Lebel, D., Hebert, N., & MacDonald, G.W. (1994). Test of Auditory Analysis in French. Moncton, NB.: Universite de Moncton.
  • Cormier, P., & Kelson, S., (2000). The roles of phonological and syntactic awareness in the use of plural morphemes among children in French Immersion. Scientific Studies of Reading, 4, 267-293.
  • Cossu, G., Shankweiler, D., Liberman, I.Y., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability of Italian children. Applied Psycholinguistics, 9, 1-16.
  • Deacon, S.H., Wade-Woolley, L., Kirby, J. (2007). The role of morphological awareness in French immersion children’s reading. Development Psychology, 43(3), 732-746.
  • Denckla, M.B., & Rudel, R.G. (1976). Rapid automatized names (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuroscience, 14, 471-479.
  • Dunn, L.M., & Dunn, L.M. (1981). Peabody Picture Vocabulary Test-revised. Circle Pines, MN: American Guidance Service.
  • Durgunoglu, A.Y., Nagy, W.E., & Hancin-Bhatt, B.J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85(3), 453-465.
  • Durgunoglu, A.Y., & Oney, B. (1999). A cross-linguistics comparison of phonological awareness and word reading. Reading and Writing: An Interdisciplinary Journal, 11(4), 281-299.
  • Ehri, L.C. (1998). Research on learning to read and spell: A personal-historical perspective. Scientific Studies of Reading, 2(2), 97-114.
  • Genesee, F. & Geva, E. (2006). Cross-linguistic relationships in working memory, phonological processes and oral language. In D.L. August & T. Shanahan (EDs.), Developing literacy in a second language: Report of the National Literacy Panel (pp. 175-184). Mahwah, NJ: Erbaum.
  • Geva, E. (1995). French Pseudoword Decoding Task. Toronto, Ontario, Canada: Ontario Institute for Studies in Education, Department of Special Education and Adaptive Instruction.
  • Geva, E., & Clifton, S. (1994). The development of first and second language reading skills in early French Immersion. The Canadian Modern Language Review, 50, 646-667.
  • Geva, E., & Petrulis-Wright, J. (2000). The role of oral language proficiency in the reading development of L1 and L2 primary level children. Unpublished manuscript, University of Toronto, Toronto, Ontario, Canada.
  • Geva, E., & Siegel, L.S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1-2), 1-30.
  • Geva, E., Wade-Woolley, L., & Shany, M. (1993). The concurrent development of spelling and decoding in two different orthographies. Journal of Reading Behavior, 25, 383-406.
  • Geva, E., Yaghoub-Zadeh, Z., & Schuster, B. (2000). Understanding individual differences in word recognition skills of ESL children. Annals of Dyslexia, 50, 123-154.
  • Gholamain, M., & Geva, E. (1999). Orthographic and cognitive factors in the concurrent development of basic reading skills in English and Persian. Language Learning, 49, 185-217.
  • Gottardo, A. (2002). The relationship between language and reading skills in bilingual Spanish-English speakers. Topics in Language Disorders: Dyslexia among biliterates: A global perspective, 22(5), 46-70.
  • Jastak, J.R., & Jastak, S.R. (1984). Wide Range Achievement Test-Revised. Wilmington, DE: Guidance Associates.
  • Jimenez, R.T., Garcia, G. E., & Pearson, P.D. (1995). Three children, two languages, and Strategic reading: Case studies in Bilingual/monolingual reading. American Educational Research Journal, 32 (1), 67-97.
  • Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559-578.
  • Lesaux, N.K., & Siegel, L. (2003). The development of reading in children who speak English as a second language. Developmental Psychology, 39(6), 1005-1019.
  • MacCoubrey, S.J., Wade-Woolley, L., Klinger, D., & Kirby, J.R. (2004). Early identification of at-risk L2 readers. The Canadian Modern Language Review, 61(1), 11-28.
  • Mumtaz, S., & Humphreys, G.W. (2001). The effects of bilingualism on learning to read English: Evidence from the contrast of Urdu-English bilingual and English monolingual children. Journal of Research in Reading, 24(2), 113-131.
  • Nasland, J.A., & Schneider, W. (1991). Longitudinal effects of verbal ability, memory capacity and phonological awareness on reading performance. European Journal of Psychology of Education, 6(4), 375-392.
  • National Institute of Child Health and Human Development. (2000). Report of the Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved July 10, 2010 from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.
  • Quiroga, T., Lemos-Britton, Z., Mostafapour, E., Abbott, P.D., & Berninger, V.W. (2002). Phonological awareness and beginning reading in Spanish speaking ESL first graders: research into practice. Journal of School Psychology, 40(1), 85-111.
  • Rosner, J., & Simon, D.P. (1971). The Auditory Analysis Test: An initial report. Journal of Learning Disabilities, 4(7), 384-392.
  • Tingley, P.A., Dore, K.A., Lopez, A., Parsons, H., Campbell, E., Bird, E.K.R., & Cleave, P. (2004). A comparison of phonological awareness skills in early French Immersion and English children. Journal of Psycholinguistic Research, 33(3), 263-287.
  • Thorndike, L., Hagen, E.P., & Sattler, J.M. (1986). The Stanford-Binet Intelligence Scale (4th ed.). Itasca, IL: Riverside.
  • Vukovic, R.K., & Siegel, L.S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39 (1), 25-47.
  • Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87.
  • Wechsler, D. (1991). Wechsler Intelligence Scales for Children (3rd ed.). New York:Psychological Corporation.
  • Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: Word reading in English and German children. Cognition, 51, 91-103.
  • Wolf, M., & Bowers, P.G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415-438.
  • Wolf, M., O’Rourke, A.G., Gidney, C., Lovett, M., Cirino, P., & Morris, R. (2002).The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 15(1-2), 43-72.
  • Woodcock, R.W. (1987). Woodcock Reading Mastery Test. Circle Pines, MN: American Guidance Services.
  • Wormeli, C.T., & Ardanaz, N. (1987). Canadian French Individual Achievement Test. Vancouver, B.C.: University of British Columbia, Faculty of Education, Education Clinic.
There are 47 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Educational Sciences and Sciences of Field Education
Authors

Rhonda Marie Joy

Assist.prof.dr.rhonda Joy

Publication Date September 20, 2010
Published in Issue Year 2010 Volume: 1 Issue: 2

Cite

APA Joy, R. M., & Joy, A. (2010). PREDICTORS OF EARLY READING DEVELOPMENT IN A FIRST AND SECOND LANGUAGE. E-Uluslararası Eğitim Araştırmaları Dergisi, 1(2), 1-16.
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