Predictors of spelling and writing skills in first- and second-language learners

详细信息    查看全文

• 作者：Gina L. Harrison ; Lauren D. Goegan ; Rachel Jalbert ; Kelly McManus…
• 关键词：Predictors of spelling and writing ; Cognitive and linguistic processes ; Transcription skills ; ESL literacy ; Second language learners
• 刊名：Reading and Writing
• 出版年：2016
• 出版时间：January 2016
• 年：2016
• 卷：29
• 期：1
• 页码：69-89
• 全文大小：460 KB
• 参考文献：Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478–508. doi:10.​1037/​0022-0663.​85.​3.​478 .CrossRef
  Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102, 281–298.CrossRef
  Al Otaiba, S., & Hosp, J. L. (2010). Spell it out: The need for detailed spelling assessment to inform instruction. Assessment for Effective Intervention, 36(3). doi:10.​1177/​1534508410384478​ .
  Alderson, J. C. (1984). Reading in a foreign language: A reading or a language problem? In J. C. Alderson & A. H. Urquhart (Eds.), Reading in a foreign language (pp. 1–24). London: Longman.
  August, D., & Shanahan, T., (Eds.) (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language minority children and youth. Mahwah, NJ: Erlbaum.
  Babayigit, S. (2014). The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language. Journal of Research in Reading, 37(1), 22–47. doi:10.​1111/​j.​1467-9817.​2012.​01538.​x .CrossRef
  Babayigit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23, 539–568. doi:10.​1007/​s11145-009-9173 .CrossRef
  Ball, S. (2003). The relation between reading and writing development in English and ESL students (Unpublished doctoral dissertation). Toronto, Canada: University of Toronto.
  Berninger, V. W. (1994). Reading and writing acquisition: A developmental neuropsychological perspective. Dubuque, IA: Brown and Benchmark.
  Berninger, V. W. (1999). Coordinating transcription and text generation in working memory during composing: Automatized and constructive processes. Learning Disability Quarterly, 22, 99–112.CrossRef
  Berninger, V. W. (2008). Defining and differentiating dyslexia, dysgraphia, and language learning disability within a working memory model. In E. Silliman & M. Mody (Eds.), Language impairment and reading disability-interactions among brain, behavior, and experience (pp. 103–134). New York: Guilford.
  Berninger, V. W., Abbott, R. D., Swanson, H. L., Lovitt, D., Trivedi, P., Lin, S., et al. (2010). Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade. Language, Speech, and Hearing Services in Schools, 41, 179–193.CrossRef
  Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. 345–363). New York: Guilford Press.
  Berninger, V. W., & Fuller, F. (1992). Gender differences in orthographic, verbal, and compositional fluency: Implications for diagnosis of writing disabilities in primary grade children. Journal of School Psychology, 30, 363–382.CrossRef
  Berninger, V. W., & Graham, S. (1998). Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 12, 11–25.
  Berninger, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A., et al. (1997). Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition. Journal of Educational Psychology, 89(4), 652–666. doi:10.​1037/​0022-0663.​89.​4.​652 .CrossRef
  Bryant, P., Nunes, T., & Bindman, M. (1997). Children’s understanding of the connection between grammar and spelling. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 219–240). Mahwah, NJ: Erlbaum.
  Carrow-Woolfolk, E. (1999). Comprehensive Assessment of Spoken Language. Circle Pines, MN: American Guidance Service.
  Cheung, H. (1996). Non-word span as a unique predictor of second language vocabulary learning. Developmental Psychology, 32, 867–873. doi:10.​1037/​0012-1649.​32.​5.​867 .CrossRef
  Chiappe, P., & Siegel, L. S. (1999). Phonological awareness and reading acquisition in English and Punjabi-speaking Canadian children. Journal of Educational Psychology, 9, 20–28. doi:10.​1037/​0022-0663.​91.​1.​20 .CrossRef
  Chiappe, P., Siegel, L. S., & Gottardo, A. (2002a). Reading-related skills of kindergartners from diverse linguistic backgrounds. Applied Psycholinguistics, 23(1), 95–116. doi:10.​1017/​S014271640200005​X .CrossRef
  Chiappe, P., Siegel, L. S., & Wade-Woolley, L. (2002b). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6(4), 369–400. doi:10.​1207/​S1532799XSSR0604​_​04 .CrossRef
  Christensen, C. A., & Jones, D. (2000). Handwriting: An underestimated skill in the development of written language. Handwriting Today, 2, 56–69.
  Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age question. TESOL Quarterly, 14, 175–187. doi:10.​2307/​3586312 .CrossRef
  Da Fontoura, H. A., & Siegel, L. S. (1995). Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing, 7(1), 139–153. doi:10.​1007/​BF01026951 .CrossRef
  Davis, L. H., Carlisle, J. F., & Beeman, M. M. (1999). Hispanic children’s writing in English and Spanish when English is the language of instruction. Yearbook of the National Reading Conference, 48, 238–248.
  Dufva, M., & Voeten, M. J. (1999). Native language literacy and phonological memory as prerequisites for learning English as a foreign language. Applied Psycholinguistics, 20(03), 329–348.CrossRef
  Dunn, L. M., & Dunn, L. M. (2007). Peabody picture vocabulary test (4th ed.). Circle Pines, MN: American Guidance Service.
  Ehri, L. C. (1997). Learning to read and learning to spell are one and the same, almost. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 237–269). Hillsdale, NJ: Erlbaum.
  Ellis, N. C. (1996). Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18, 91–126.CrossRef
  Everatt, J., Smythe, I., Adams, E., & Ocampo, D. (2000). Dyslexia screening measures and bilingualism. Dyslexia, 6(1), 42–56.CrossRef
  Gathercole, S. E., & Thorn, A. S. C. (1998). Phonological short-term memory and foreign language learning. In A. G. Healy & L. E. Bourne (Eds.), Foreign language learning: Psychological studies on training and retention (pp. 141–158). Mahwah, NJ: Erlbaum.
  Geva, E. (2006). Second-language oral proficiency and second-language literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on language minority children and youth (pp. 123–139). Mahwah, NJ: Erlbaum.
  Geva, E., & Farnia, F. (2011). Developmental changes in the nature of language proficiency and reading fluency paint a more complex view of reading comprehension in ELL and EL1. Scientific Studies of Reading, 10(1), 31–57. doi:10.​1007/​s11145-011-93333-8 .CrossRef
  Geva, E., & Yaghoub Zadeh, Z. (2006). Reading efficiency in native English-speaking and English-as-a-second-language children: The role of oral proficiency and underlying cognitive-linguistic processes. Scientific Studies of Reading, 10(1), 31–57.CrossRef
  Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing: An applied linguistic perspective. New York: Longman.
  Graham, S., Berninger, V., Abbott, R., Abbott, S., & Whitaker, D. (1997). The role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89(1), 170–182. doi:10.​1037/​0022-0663.​89.​1.​170 .CrossRef
  Graham, S., Berninger, V. W., Weintraub, N., & Shafer, W. (1998). Development of handwriting speed and legibility in grades 1 to 9. Journal of Educational Research, 92, 42–52.CrossRef
  Harrison, G. L., & Krol, L. (2007). Relationship between L1 and L2 word-level reading and phonological processing in adults learning English as a second language. Journal of Research in Reading, 30(4), 379–393. doi:10.​1111/​j.​1467-9817.​2007.​00351.​x .CrossRef
  Harrison, G. L., Ogle, K. C., & Keilty, M. (2013). Linguistic, reading, and transcription influences on kindergarten writing in children with English as a second language. Journal of Writing Research, 5(1), 61–87. doi:10.​17239/​jowr-2013.​05.​01.​3 .CrossRef
  Hutchinson, J. M., Whiteley, H. E., Smith, C. D., & Connors, L. (2003). The developmental progression of comprehension-related skills in children learning EAL. Journal of Research in Reading, 26(1), 19–32. doi:10.​1111/​1467-9817.​261003 .CrossRef
  Jean, M., & Geva, E. (2009). The development of vocabulary in English as a second language children and its role in predicting word recognition ability. Applied Psycholinguistics, 30, 153–185. doi:10.​1017/​S014271640809007​3 .CrossRef
  Jongejan, W., Verhoeven, L., & Siegel, L. S. (2007). Predictors of reading and spelling abilities in first-and second-language learners. Journal of Educational Psychology, 99(4), 835. doi:10.​1037/​0022-0663.​99.​4.​85 .CrossRef
  Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12(3), 281–300.CrossRef
  Keith, T. Z. (2015). Multiple regression and beyond: An introduction to multiple regression and structural equation modeling (3rd ed.). New York: Routledge.
  Kellogg, R. T. (1999). Components of working memory in text production. In M. Torrance & G. C. Jeffery (Eds.), The cognitive demands of writing: Processing capacity and working memory in text production (pp. 42–61). Amsterdam, the Netherlands: Amsterdam University Press.
  Lesaux, N. K., Koda, K., Siegel, L. S., & Shanahan, T. (2006). Second-language oral proficiency and second-language literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on language minority children and youth (pp. 123–139). Mahwah, NJ: Erlbaum.
  Lumme, K., & Lehto, J. E. (2002). Sixth grade pupils’ phonological processing and school achievement in a second and the native language. Scandinavian Journal of Educational Research, 46(2), 207–217. doi:10.​1080/​0031383022014220​9 .CrossRef
  McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational psychologist, 35(1), 13–23. doi:10.​1207/​S15326985EP3501_​3 .CrossRef
  Pasquarella, A., Gottardo, A., & Grant, A. (2012). Comparing factors related to reading comprehension in adolescents who speak English as a first (L1) or second (L2) language. Scientific Studies of Reading, 16(6), 475–503.CrossRef
  Puranik, C. S., & Al Otaiba, S. (2011). Examining the contribution of handwriting and spelling to written expression in kindergarten children. Reading and Writing: An Interdisciplinary Journal. doi:10.​1007/​s11145-011-9331-x .
  Ransdell, S., & Barbier, M. L. (2002). An introduction to new directions in L2 writing. In S. Ransdell & M. L. Barbier (Eds.), New directions for research in L2 writing (pp. 1–10). Dordrecht, The Netherlands: Kluwer Academic Publishers.CrossRef
  Savage, R., Pillay, V., & Melidona, S. (2008). Rapid serial naming is a unique predictor of spelling in children. Journal of Learning Disabilities, 41(3), 235–250. doi:10.​1177/​0022219408315814​ .CrossRef
  Schoonen, R., Van Gelderen, A., de Glopper, K., Hulstijn, J., Snellings, P., Simis, A., & Stevenson, M. (2002). Linguistic knowledge, metacognitive knowledge, and retrieval speed in L1, L2, and EFL writing. In S. Ransdell & M. L. Barbier (Eds.), New directions for research in L2 writing (pp. 101–122). Dordrecht, The Netherlands: Kluwer Academic Publishers.CrossRef
  Scott, C. (2004). Syntactic contributions to literacy learning. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language and literacy: development and disorders (pp. 340–362). New York, NY: The Guilford Press.
  Siegel, L. (2002). Bilingualism and reading. In L. T. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 287–302). Amsterdam: J. Benjamins.CrossRef
  Statistics Canada. (2011). 2011 Census. Ottawa, ON. Author. Retrieved from http://​www.​statcan.​gc.​ca .
  Tabachnik, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston: Allyn and Bacon.
  The Psychological Corporation. (2002). Wechsler individual achievement test (2nd ed.). Toronto: ON: Harcourt, Canada.
  Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: Pro-ed.
  Wade-Woolley, L., & Siegel, L. S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skills. Reading and Writing: An Interdisciplinary Journal, 9, 387–406. doi:10.​1007/​978-94-017-3054-9_​5 .CrossRef
  Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). The comprehensive test of phonological processing. Austin, TX: ProEd.
  Wechsler, D. (2003). Wechsler intelligence scale for children (4th ed.). Toronto, ON: Pearson Assessment/PsychCorp Canada.
  Wengelin, A. (2007). The word level focus in text production by adults with reading and writing difficulties. In G. Rijlaarsdam, (Series Ed.) and M. Torrance, L. van Waes, & D. Galbraith (Volume Eds.), Writing and cognition: Research and applications (Studies in writing, Vol. 20, pp. 67–82). Amsterdam: Elsevier.
  Wilkinson, G. S. (1993). The wide range achievement test (3rd ed.). Wilmington, DE: Wide Range Inc.
  
• 作者单位：Gina L. Harrison (1)
  Lauren D. Goegan (1)
  Rachel Jalbert (1)
  Kelly McManus (1)
  Kristin Sinclair (1)
  Jessica Spurling (1)
  
  1. Department of Educational Psychology and Leadership Studies, Faculty of Education, University of Victoria, Box 3010 STN CSC, Victoria, BC, V8W 3N4, Canada
  
• 刊物类别：Humanities, Social Sciences and Law
• 刊物主题：Linguistics
  Languages and Literature
  Psycholinguistics
  Education
  Neurology
  Interdisciplinary Studies
  
• 出版者：Springer Netherlands
• ISSN：1573-0905

文摘

Cognitive and linguistic components related to spelling and writing in English as a second language (ESL) and native-English speaking (EL1) third graders were examined. ESL and EL1 children performed similarly on rapid naming, phonological awareness (PA), verbal short-term and working memory, reading fluency, single-word spelling, text spelling, handwriting fluency, and paragraph writing fluency tasks, and on writing quality indices. ESL children scored lower on vocabulary, syntactic awareness and decoding fluency measures. PA predicted single-word spelling for EL1 and PA and rapid naming predicted single-word spelling for ESL. PA and rapid naming contributed to text level spelling across groups. Rapid naming and syntactic awareness predicted writing quality (content and structure) for ESL children, but syntactic awareness and oral vocabulary predicted writing quality for EL1. Transcription predicted overall writing achievement for ESL, but transcription, vocabulary, and syntactic awareness were all important to overall writing ability for EL1. Results are discussed in relation to the componential model of writing in a first or a second language.