English foreign language reading and spelling diagnostic assessments informing teaching and learning of young learners
Bibliographic Data
| ID | 19380366 |
|---|---|
| Authors | Janina Kahn-Horwitz (0000-0002-5887-0805, Oranim College, Israel, corresponding author), Zahava Goldstein (University of Haifa) |
| Year | 2024 |
| Volume | 41 |
| Issue | 1 |
| Pages | 60-88 |
| Publication date | 2024-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Testing (JOURNAL) |
| Journal identifiers | ISSN: 0265-5322 • E-ISSN: 1477-0946 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/02655322231162838 |
| OpenAlex | W4367399283 |
| Language | EN |
| Citations received | 6 |
| References cited | 53 |
In order to inform English foreign language (EFL) diagnostic assessment of literacy, this study examined the extent to which 175 first-language Hebrew-speaking EFL young learners from fifth to tenth grade exhibited differences in single-letter grapheme recognition, sub-word, and word reading, and rapid automatized naming (RAN) of letters and numbers. In addition, this cross-sectional quasi-experimental quantitative study examined correlations between the aforementioned literacy components and oral reading speed, spelling, vocabulary, syntax, and morphological awareness. There were no differences between the grades for single-letter grapheme recognition, and participants demonstrated incomplete automatic recognition for this task. Sub-word recognition improved across grades. However, the results highlighted a lack of mastery. Sub-word recognition correlated with word reading and spelling throughout. RAN speeded measures and oral reading speed correlated with sub-word, word recognition, and spelling in the older grades illustrating the presence of accuracy and speed components. Correlations across grades between literacy components and vocabulary, syntax, and morphological awareness provided support for theories explaining how knowledge of multiple layers of words contributes to literacy acquisition. These results comprising EFL diagnostic assessment can inform reading and spelling teaching and learning
Linguistics · Literacy · Pedagogy · Phonological awareness · Rapid automatized naming · Spelling · Syntax · Vocabulary · Vocabulary development · Word recognition · Computer Science · Psychology · Reading and Literacy Development · Second Language Acquisition and Learning · Writing and Handwriting Education · Artificial Intelligence
Connecting oral narrative skills, decoding and spelling acquisition of english as a foreign language by Hebrew-speaking children
Exposure to word spelling and English foreign language vocabulary acquisition
Spanish‐Speaking Secondary Students Reading and Spelling in English as a Foreign Language
Enhancing spelling competence for English as a foreign language young learners through digital escape rooms
Towards inclusive publishing practices in language testing
Specific learning differences in learning, teaching, and assessing additional languages
The Effects of Specific Learning Difficulties on Processes of Multilingual Language Development
Learning Vocabulary in Another Language
Reading in a Second Language
Generalized Linear Models
The lexical quality hypothesis
Assessment Crisis
Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition
History and significance of rapid automatized naming
Weak and strong novice readers of english as a foreign language
Knowledge foundations for beginning reading teachers in EFL
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
Diagnostic assessment of reading and listening in a second or foreign language
Progress and problems in reforming public language examinations in Europe
The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading
Diagnosing diagnostic language assessment
Assessing young learners’ foreign language abilities
Is the Science of Reading Just the Science of Reading English
Lost in Translation? Challenges in Connecting Reading Science and Educational Practice
Processing speed, naming speed, and reading
The Relationship between Foreign Language Anxiety and Learning Difficulties
Factors Predicting Success in EFL Among Culturally Different Learners
Orthographic and Cognitive Factors in the Concurrent Development of Basic ReadingSkills in English and Persian
| Unique citing works | 6 |
|---|---|
| Citations per year | 3 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |