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Hits 2.761 – 2.779 of 2.779
| 2761 |
“It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension
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| 2763 |
The Role of Morphological Awareness in Bilingual Children's First and Second Language Vocabulary and Reading
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Abstract:
The present dissertation research had two main purposes. The first one was to compare the development of morphological awareness between English Language Learners (ELLs) who speak Chinese or Spanish as their first language, and between these two groups of ELLs and native English-speaking children. Participants included 78 monolingual English-speaking children, 76 Chinese-speaking ELLs, and 90 Spanish-speaking ELLs from grade four and grade seven. Two aspects of morphological awareness were measured, derivational awareness and compound awareness. The results indicated that ELLs’ morphological awareness is influenced by the characteristics of their first language. While Chinese-speaking ELLs performed more similarly to English native speakers on compound awareness than Spanish-speaking ELLs, Spanish-speaking ELLs outperformed Chinese-speaking ELLs on derivational awareness. The second purpose of this dissertation was to examine the within and across language contributions of morphological awareness to word reading, vocabulary and reading comprehension in Spanish-speaking ELLs. Morphological awareness in Spanish and in English was evaluated with two measures of derivational morphology, respectively. The results showed that Spanish morphological awareness contributed unique variance to Spanish word reading, vocabulary and reading comprehension after controlling for other reading related variables. English morphological awareness also explained unique variance in English word reading, vocabulary and reading comprehension. Cross-linguistic transfer of morphological awareness was observed from Spanish morphological awareness to English word reading and vocabulary, but not to reading comprehension. English morphological awareness did not predict performance on any of the three Spanish outcome measures. These results suggest that morphological awareness is important for word reading, vocabulary and reading comprehension in Spanish, which has a shallow orthography with a complex morphological system. They also suggest that morphological awareness developed in children’s first language is associated with word reading in English, their L2. Overall, results indicate that the ability to perform morphological analysis is important for ELLs. ; PhD
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Keyword:
0282; 0290; 0524; 0525; bilingual; ELLs; literacy; morphological awareness; reading; second language; skills transfer; vocabulary
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URL: http://hdl.handle.net/1807/19160
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| 2764 |
Un modelo de enfoque plurilingüe para la enseñanza de la lengua en la escuela
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| 2765 |
Keystone Classroom Management: A Practical Approach to Producing Widespread Change in Student Behaviour
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| 2767 |
Student-generated job-application videos in English for specific purposes: effects on vocational education and training students’ key competences for lifelong learning
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| 2768 |
Hizkuntza ezberdinen ikaskuntza Nafarroan. Elebitasunetik eleaniztasunera ; Aprendizaje de diferentes idiomas en Navarra. Del bilingüismo al multilingüismo
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| 2769 |
Haur hizkeraren transmisioa: eskolaren eginbeharra eta Azpeitiko kasua
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| 2771 |
Enseñanza-aprendizaje de la L1. Textos auténticos y utilización de las TIC
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| 2773 |
La fabulación infantil en el marco de las inteligencias múltiples. La familia como estímulo narrativo
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| 2774 |
Irakaskuntza eleanitza aurrera eramateko jarraibideak lehen hezkuntzan
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| 2775 |
Akatsak eta gogoeta metalinguistikoa Lehen Hezkuntzako lehen zikloan ; Errores y refelxión metalingüística en el primer ciclo de Educación Primaria
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| 2776 |
Adquisición de lengua extranjera en niños de 5 años dentro del programa PAI en función de su lengua materna
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| 2777 |
Tecnologias digitais para o desenvolvimento de habilidades orais em inglês
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 34, Iss 4, Pp 1319-1351
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| 2778 |
Emoções e ações de professores ao falar inglês no WhatsApp
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In: Revista Brasileira de Linguística Aplicada, Vol 17, Iss 1, Pp 83-112
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| 2779 |
Application of Motor Development Scale: an integrative review
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In: Revista CEFAC, Vol 21, Iss 4
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