Goats Don't Wear Coats
An Examination of Semantic Interference in Rhyming Assessments of Reading Readiness for English Language Learners
Bibliographic Data
| ID | 12751616 |
|---|---|
| Authors | Sylvia Moreira (Queens College, CUNY, corresponding author), Maryellen Hamilton (Saint Peter's University) |
| Year | 2006 |
| Volume | 30 |
| Issue | 2 |
| Pages | 547-557 |
| Publication date | 2006-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235882.2006.10162889 |
| OpenAlex | W2043417130 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
Rhyming tests have historically been used in the education system to assess reading readiness. English language learners (ELLs) have consistently scored poorly on these assessment tools. The current article examines a possible reason for this poor performance by ELLs. Specifically, the authors examined the relationship between semantic associations of visual images and performance on rhyming assessments for ELLs. Two groups of students, native English speakers and native Spanish speakers, were tested using a typical rhyming assessment tool. As expected, it was found that the native English speakers outperformed the native Spanish speakers. An analysis of the native Spanish speakers' errors revealed semantic interference. Educational implications of these findings are discussed
Ell · First language · Linguistics · Reading (process · Vocabulary development · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Text Readability and Simplification
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |