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Direct linkLi, Shifeng; Tao, Sha; Joshi, R. Malatesha; Xu, Qinfang – Reading Research Quarterly, 2018
The authors report two studies that examined how native- and second-language skills were related to second-language reading difficulties for native Chinese-speaking fourth graders learning to read English. In study 1, 50 poor English readers with Chinese-reading difficulties (the PB group) and 34 poor English readers without Chinese-reading…
Descriptors: Second Language Learning, Second Language Instruction, Native Language, Reading Difficulties
Sikiö, Riitta; Siekkinen, Martti; Holopainen, Leena – Reading Psychology, 2016
This study examines the development of reading and writing from first to second grade in transparent orthography (Finnish) among three groups: language minority children (n = 49), Finnish children at risk of reading difficulties (n = 347), and Finnish speaking children (n = 1747). Findings indicated that reading and writing skills in the language…
Descriptors: Language Minorities, Foreign Countries, Literacy, At Risk Students
Johnson, Robert C.; Tweedie, M. Gregory – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2010
The Curriculum Specifications for English, set out in the Ministry of Education Malaysia syllabus for Year 1, calls for instruction in phonemic awareness (PA) as part of the acquisition of word recognition skills. Students are expected to be able to learn individual letters of the alphabet and their sounds; read aloud consonants in initial…
Descriptors: Control Groups, Phonemics, Alphabets, Phonemic Awareness
Download full textWhat Works Clearinghouse, 2010
"Read Well"[R] is a reading curriculum for kindergarten and first-grade students whose goal is to increase students' literacy abilities. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. The What Works Clearinghouse (WWC) reviewed five studies on "Read Well"[R] for English…
Descriptors: Intervention, Reading Achievement, Phonemic Awareness, Second Language Learning
Lai, Yen-Shou; Tsai, Hung-Hsu; Yu, Pao-Ta – Educational Technology & Society, 2009
This paper proposes a multimedia English learning (MEL) system, based on Hidden Markov Models (HMMs) and mastery theory strategy, for teaching students with the aim of enhancing their English phonetic awareness and pronunciation. It can analyze phonetic structures, identify and capture pronunciation errors to provide students with targeted advice…
Descriptors: Experimental Groups, Control Groups, Quasiexperimental Design, Phonemic Awareness
McMaster, Kristen L.; Kung, Shu-Hsuan; Han, Insoon; Cao, Marisa – Exceptional Children, 2008
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for English Learners (ELs). We compared 20 K-PALS ELs to 20 Control ELs and to 20 K-PALS non-ELs on early reading skill acquisition, using a pretest-posttest control group design with matched samples. We also compared proportions of ELs unresponsive…
Descriptors: Intervention, Early Reading, Learning Strategies, Phonemic Awareness
