Role of Phonological and Morphological Awareness in L2 Oral Word Reading

Bibliographic Data

ID4502801
AuthorsRachel Schiff (0000-0003-0072-1249, Bar-Ilan University, corresponding author), Sharon Calif (Bar-Ilan University)
Year2007
Volume57
Issue2
Pages271-298
Publication date2007-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueLanguage Learning (JOURNAL)
Journal identifiersISSN: 0023-8333 • E-ISSN: 1467-9922
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.1467-9922.2007.00409.x
OpenAlexW1916388024
LanguageEN
Citations received15
References cited64

In this study, 57 fifth-grade native Hebrew speakers performed orthographic-phonological awareness, morphological awareness, and oral word reading tasks in both Hebrew (first language [L1]) and English (second language [L2]). The results of the language-specific task scores in the two languages reflect, with certain qualifications, participants' L1 proficiency and the language proximity of particular language features. The more similar the language feature (linear morphology), the more positive the cross-language influence; conversely, the less similar the language feature (phonology), the less positive the influence. Hebrew (L1) language-specific task scores related to English (L2) word reading. In addition, Hebrew (L1) and English (L2) word reading scores were only related when Hebrew orthographic-phonological and/or morphological awareness was low. In contrast, when the (L1) Hebrew orthographic-phonological and morphological awareness scores were high, there was no correlation between Hebrew and English word reading

Arabic · First language · Hebrew · Linguistics · Phonological awareness · Phonology · Reading (process) · Semitic languages · Cognitive and developmental aspects of mathematical skills · Psychology · Reading and Literacy Development · Writing and Handwriting Education

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