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Direct linkGordana Keresteš; Erland Hjelmquist; Marika Veisson; Linda S. Siegel – Reading Psychology, 2024
We report results from children learning to read in one of four different languages: Croatian, English, Estonian and Swedish. The languages all have an alphabetical script but vary greatly on the dimension deep-shallow (or complexity-simplicity, or opacity-transparency), i.e., how close orthography and phonology are related. These languages also…
Descriptors: Reading Fluency, English, Swedish, Serbocroatian
Oweini, Ahmad; Hazoury, Katia – International Review of Education, 2010
While the English language boasts a century of research into its most frequently-used words, no such attempt has ever formally been made in the Arab world. This pioneering study presents a list of 500 commonly-used words in the Arabic language based on compilations of words gathered from a number of popular reading series in Lebanon, spanning…
Descriptors: Foreign Countries, Arabs, Semitic Languages, Word Lists
Schleppegrell, Mary J. – Language Learning, 2013
Recent currents in language learning research highlight the social and emergent aspects of second language (L2) development and recognize that learners need opportunities for interaction in meaningful contexts supported by explicit attention to language itself. These perspectives suggest new ways of conceptualizing the challenges faced by children…
Descriptors: Language Acquisition, Role Perception, Academic Discourse, English Language Learners
Sun-Alperin, M. Kendra; Wang, Min – Reading and Writing: An Interdisciplinary Journal, 2011
Previous cross-language research has focused on L1 phonological processing and its relation to L2 reading. Less extensive is the research on the effect that L1 orthographic processing skill has on L2 reading and spelling. This study was designed to investigate how reading and spelling acquisition in English (L2) is influenced by phonological and…
Descriptors: Spelling, Language Research, Grade 2, Language Acquisition
Download full textTibi, Sana – International Journal of Special Education, 2010
Research indicates a strong relationship between phonological awareness and reading success. Phonemic intervention programs clearly show the benefits of explicitly teaching phonological awareness skills. Phonological awareness skills vary in nature and degree of difficulty and appear to follow a developmental progression. This study examined a…
Descriptors: Semitic Languages, Language Research, Intervention, Syllables
Vaughn, Sharon; Linan-Thompson, Sylvia – Association for Supervision and Curriculum Development, 2007
At last, a truly helpful, practical guide for K-4 teachers who want to ensure that their approach to teaching young English language learners is based on research and grounded in proven classroom practices. The authors of ASCD's best-selling book "Research-Based Methods of Reading Instruction, Grades K-3" explain how you can help the English…
Descriptors: Reading Comprehension, Reading Fluency, Phonemic Awareness, Second Language Learning
