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Initial Validation of a Measure of Decoding Difficulty as a Unique Predictor of Miscues and Passage Reading Fluency

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Saha, Neena M.; Cutting, Laurie E.; Del Tufo, Stephanie; Bailey, Stephen – Reading and Writing: An Interdisciplinary Journal, 2021

Quantifying the decoding difficulty (i.e., 'decodability') of text is important for accurately matching young readers to appropriate text and scaffolding reading development. Since no easily accessible, quantitative, word-level metric of decodability exists, we developed a decoding measure (DM) that can be calculated via a web-based scoring…

Descriptors: Decoding (Reading), Teaching Methods, Scaffolding (Teaching Technique), Reading Instruction

Corpus-Based Error Analysis of Chinese Learners' Use of High-Frequency Verb Take

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Li, Yanru – English Language Teaching, 2022

This study investigated the erroneous use of the high-frequency verb TAKE by the Chinese college learners of English as a foreign language (EFL), aiming to identify the similarities and differences between Chinese EFL learners, aimed at finding out more effective ways for the teaching and researching of the high-frequency verbs. Corpus-based…

Descriptors: Computational Linguistics, Verbs, Second Language Learning, Second Language Instruction

The Development of Discourse Markers in Narrations Written by Spanish Heritage Language Learners: A Case for Explicit and Implicit Instruction

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Mark Cisneros – ProQuest LLC, 2022

Studies in English as a Foreign Language (EFL) indicate that the use of discourse markers (DMs) in the academic writing of second language learners improves the overall quality of these texts by contributing to their cohesion and comprehensibility (Saif Modhish 2012; Jalilifar 2008; Intaraprawat & Steffensen 1995). However, despite the…

Descriptors: Heritage Education, Second Language Learning, Second Language Instruction, Native Language Instruction