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How does creativity affect second language speech production?:The moderating role of speaking task type
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The Multidimensionality of Second Language Oral Fluency:Interfacing Cognitive Fluency and Utterance Fluency
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The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 133–147 ; 2399-9101 (2021)
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The Relationship Between Utterance and Perceived Fluency:A Meta-Analysis of Correlational Studies
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Testing young foreign language learners’ reading comprehension:Exploring the effects of working memory, grade level, and reading task
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Introduction of Methods Showcase Articles in Language Learning
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| 7 |
Motivational factors in computer-administered integrated skills tasks:A study of young learners
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Linguistic dimensions of comprehensibility and perceived fluency:an investigation of complexity, accuracy, and fluency in second language argumentative speech
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| 9 |
Inclusion of Research Materials When Submitting an Article to Language Learning
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The Effects of Read-aloud Assistance on Second Language Oral Fluency in Text Summary Speech
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Time Extension and the Second Language Reading Performance of Children with Different First Language Literacy Profiles
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| 12 |
The role of working memory in young second language learners’ written performances
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The role of low-level first language skills in second language reading, reading-while-listening and listening performance:a study of young dyslexic and non-dyslexic language learners
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The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners
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Abstract:
One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners’ language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia. Our research was conducted with young Slovenian learners of English who performed four language assessment tasks adapted from a standardized battery of Slovenian national English language tests. In a counter-balanced design, 233 students with no identified dyslexia and 47 students with dyslexia identification completed two language comprehension tasks in a reading-only condition, one task with read-aloud assistance and one task in listening-only mode. We used Generalized Linear Mixed-Effects Modelling (GLMM) to estimate accurately the effects of the mode of administration, dyslexia status, and input text difficulty, while accounting for error variance owing to random differences between students, texts, and questions. The results of our study revealed that young L2 learners with no dyslexia identification performed similarly in the three conditions. The read-aloud assistance, however, was found to increase the comprehension scores of dyslexic participants when reading difficult texts, allowing them to perform at the level of their non-dyslexic peers. Therefore, our study suggests that this modification of the test administration mode might assist dyslexic students in demonstrating their text comprehension abilities.
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URL: https://eprints.lancs.ac.uk/id/eprint/90124/1/LT_read_aloud_assistance_final.pdf
https://eprints.lancs.ac.uk/id/eprint/90124/
https://doi.org/10.1177/0265532218756946
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| 15 |
The role of working memory in processing L2 input:insights from eye-tracking
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The Second Language Learning Processes of Students with Specific Learning Difficulties
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The effects of specific learning difficulties on processes of multilingual language development
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Relationship between attentional processing and working memory:an eye-tracking study
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| 20 |
Attentional processing of input in explicit and implicit learning conditions:an eye-tracking study
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