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Self and Peer Assessment in K–12 Chinese Language Classrooms: Teachers’ Perceptions and Implementation
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Morphological Instruction and Reading Development in Young L2 readers: A Scoping Review of Causal Relationships
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Zhang, D; Ke, S. - : Department of English Studies, Adam Mickiewicz University, Kalisz, Poland, 2020
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Abstract:
This is the final version. Available on open access from the Department of English Studies, Adam Mickiewicz University, Kalisz, Poland via the DOI in this record ; This scoping review explores the causal relationship between morphological instruction and reading development in young L2 learners by synthesizing 12 primary studies published between 2004 and 2019 (N = 1,535). These studies focused on reading English as the target language and involved participants between kindergarten and grade 12 from four countries (China, Egypt, Singapore, and the United States). Findings suggested that (1) morphological instruction led to consistent and positive gains in L2 children’s morphological awareness and vocabulary knowledge, and the effect sizes (Cohen’s ds) ranged from small to large; (2) the relationship between morphological instruction and other outcomes such as phonological awareness, word reading accuracy, word reading fluency, spelling, and reading comprehension was inconclusive. Notably, transfer effects of L2 English morphological instruction on novel word learning in English or on reading development in an additional language were only examined and observed in four primary studies. Discussion was provided regarding future instructional and research design.
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Keyword:
causal effect; literacy; morphology; scoping review; second language reading
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URL: https://doi.org/10.14746/ssllt.2021.11.3.2 http://hdl.handle.net/10871/124247
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Cross-linguistic Sharing of Morphological Awareness in Biliteracy Development: A Systematic Review and Meta-analysis of Correlation Coefficients
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Koda, K; Zhang, D; Ke, S. - : Wiley for University of Michigan, Language Learning Research Club, 2020
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