Language, reading, and reading-related tasks were administered to 148 children from lower primary （Standard 1, 2, and 3） in Kenyan schools. The aim was to investigate the literacy developmental trends across the yea...Language, reading, and reading-related tasks were administered to 148 children from lower primary （Standard 1, 2, and 3） in Kenyan schools. The aim was to investigate the literacy developmental trends across the years and establish which of the two variables, word identification skills or target language oral proficiency influenced reading comprehension performance. The results indicated that word identification skills independently influenced reading comprehension performance in both standard 2 and standard 3 classes, but target language oral skills did not. Further, the analysis of invented spelling task performance revealed evidence of transfer of alphabetic coding skills of first language to English orthography. The spelling errors reflected letter-sound patterns not found in English orthography. Analysis of the miscues in the spelling task revealed that children rely on first language phonological processes to spell target language unfamiliar words as long the languages have a common alphabetic system.展开更多
The object of this article is to develop instruments for the study of the interest of six- and seven-year olds, pedagogues and parents about children＇s books and computers. By way of elaborating children＇s books and...The object of this article is to develop instruments for the study of the interest of six- and seven-year olds, pedagogues and parents about children＇s books and computers. By way of elaborating children＇s books and writing on a computer or tablet, it introduces illiterate children to oral-written speech--an innovative approach to literacy. This process takes place under the guidance of a pedagogue, in collaboration with parents. Thus, before they start school, children in Bulgaria can master the written and spoken language that encourages them to love the book.展开更多
The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective ...The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective technique to enhance oral reading and thus speaking fluency. Fifty-one freshman students from Tamkang University in Taiwan participated in this study. They had eight 30-minute instructions during the intervention period. SPSS 11.0 was adopted to do the quantitative analysis （paired sample t-test, effect size, regression analysis）. The results indicated that there was a significant improvement in oral reading speed after the intervention （130-211 words correct per minute） regardless of the following factors： （1） gender, （2） native language, （3） time using/learning English outside of training, and （4） pre-test performance. Responses from post-test questionnaires indicated a high acceptability of RR among subject groups. Accordingly, RR appears to be a highly promising technique for automaticity development, speed training, and fluency in oral teaching.展开更多
文摘Language, reading, and reading-related tasks were administered to 148 children from lower primary （Standard 1, 2, and 3） in Kenyan schools. The aim was to investigate the literacy developmental trends across the years and establish which of the two variables, word identification skills or target language oral proficiency influenced reading comprehension performance. The results indicated that word identification skills independently influenced reading comprehension performance in both standard 2 and standard 3 classes, but target language oral skills did not. Further, the analysis of invented spelling task performance revealed evidence of transfer of alphabetic coding skills of first language to English orthography. The spelling errors reflected letter-sound patterns not found in English orthography. Analysis of the miscues in the spelling task revealed that children rely on first language phonological processes to spell target language unfamiliar words as long the languages have a common alphabetic system.
文摘The object of this article is to develop instruments for the study of the interest of six- and seven-year olds, pedagogues and parents about children＇s books and computers. By way of elaborating children＇s books and writing on a computer or tablet, it introduces illiterate children to oral-written speech--an innovative approach to literacy. This process takes place under the guidance of a pedagogue, in collaboration with parents. Thus, before they start school, children in Bulgaria can master the written and spoken language that encourages them to love the book.
文摘The present study verified the effect and efficiency of repeated reading （RR） on oral reading fluency in the EFL environment of Taiwan. By promoting oral reading speed and automaticity, RR proved to be an effective technique to enhance oral reading and thus speaking fluency. Fifty-one freshman students from Tamkang University in Taiwan participated in this study. They had eight 30-minute instructions during the intervention period. SPSS 11.0 was adopted to do the quantitative analysis （paired sample t-test, effect size, regression analysis）. The results indicated that there was a significant improvement in oral reading speed after the intervention （130-211 words correct per minute） regardless of the following factors： （1） gender, （2） native language, （3） time using/learning English outside of training, and （4） pre-test performance. Responses from post-test questionnaires indicated a high acceptability of RR among subject groups. Accordingly, RR appears to be a highly promising technique for automaticity development, speed training, and fluency in oral teaching.
