Analysis of Reading Skills of Non-native Speakers of English PDF Download

Author: James Anthony Tullius
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 112

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Author: Clifford Hill
Publisher: Routledge
ISBN: 1317893387
Category : Language Arts & Disciplines
Languages : en
Pages : 274

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Book Description
From Testing to Assessment: English as an International Language provides a critical review of conventional and alternative approaches to the assessment of English literacy skills in various parts of the world. It presents empirical studies conducted in three major settings: in countries such as Japan and Brazil where English functions as the language of international commernce; in multilingual countries such as Nigeria and Zimbabwe where English is the national language of education and government; and in such countries as Canada, the United Kingdom and the United States where English is the dominant language. The book opens with a discussion of language assessment in relation to debates about the nature of literacy; it concludes with a discussion of policy implications, which is grounded in literacy theory as well as in practical constraints such as available human and material resources.

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 109

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The number of students in the United States for whom English is not their first language is increasing. As reading is integral to most classes taught in school, limited English reading proficiency can hinder students from succeeding academically. It is important to identify effective methods for quickly improving these students' English reading skills. The purpose of the present study was to determine whether a taped-words intervention using Dolch words would improve the reading skills of young, non-native English-speakers. Specifically, the goal was to discover whether the intervention would help to increase the students' word list reading fluency and accuracy. A secondary goal was to investigate the relationship between the intervention and passage reading fluency, reading comprehension, and phonemic awareness. The participants in the study were three general education first-grade students for whom English was not the first language. A multiple-baseline across word sets design was used to evaluate the intervention. The study consisted of a taped-words intervention. For the intervention, the students listened to a recording of one of three sets of 19 words read five times in different orders. While they listened, they followed along with printed word lists, reading each word with, or before, the recording. After each intervention session, the students were assessed on the set of words to which they had just listened. The same assessment procedures were used to collect baseline, intervention, and maintenance data. The same intervention and assessment procedures were followed across all three word sets. The researcher also assessed the students on passage reading fluency, reading comprehension, and phonemic awareness. The results suggested that the taped-words intervention improved the word-list reading fluency and accuracy of two of the students. The third student had stronger reading skills than the others from the beginning, and the intervention had less effect on her reading performance. An analysis of secondary data suggests a possible relationship between the intervention and phonemic awareness. More research is needed to investigate the relationship between the taped-words intervention and reading fluency and comprehension as well as to further explore the possible link between the intervention and phonemic awareness.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309219590
Category : Education
Languages : en
Pages : 504

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A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

Author: Ana Leonor Armbrister
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 157

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"English Language Learners are an ever-growing population in public school systems today. Consequently, the policies and procedures that schools are required to adhere to are not limited to language minority students. In order for teachers to meet the needs of English Language Learning students, they need to address their student's whole educational experience -- on an academic and social level. The integrated teaching of language and content is not only beneficial for language learning students, but it is also necessary for the students' overall success in school. Moreover, the collaborative reading strategy of reciprocal teaching allows students to develop their academic and social skills through cognitive techniques. Reciprocal teaching involves four comprehension strategies that the students engage in while reading. By summarizing, questioning, clarifying, and predicting the students are actively participating in the analysis and verbal discussion of the text in order to understand what is being read. This highly effective technique for teaching students cognitive strategies that lead to improved development of their reading comprehension are directly paralleled to the four strategies of reciprocal teaching. Furthermore, application of these comprehension strategies were modeled and scaffolded prior to shifting the responsibility to the students on an independent level through use of various medias of text. The impact of reciprocal teaching's effect on English Language Learner's reading comprehension at the intermediate level has not been investigated fully. However, this study provides the field of education with an added research that will support student participation, development, and application of essential reading strategies. This grounded theory research measured a collaborative reading strategy's effects on language learning students in 3rd, 4th, and 5th grades at a rural county intermediate elementary school. The results of this study demonstrated the positive effects on the reading comprehension of English Language Learners as a result of the introduction, study, and practice of reciprocal teaching. Improvement in student performance produced self-sufficient and confident second language learning readers. The strategies delineated in this collaborative reading approach proved successful with students in a rural intermediate elementary school in north central Florida."--Pages i-ii.

Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 1118712307
Category : Psychology
Languages : en
Pages : 922

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Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Author: A. K. Pugh
Publisher: Heinemann Educational Publishers
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 258

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Author: Sarah Hudelson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 156

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The following papers on acquisition of reading skills are included: (1) "Miscue Analysis and Future Research Directions" (Goodman); (2) "Reading in Spanish: Insights from Children's Miscues" (Barrera); (3) "An Investigation of the Oral Reading Behaviors of Native Spanish Speakers Reading in Spanish" (Hudelson); (4) "A Study of Oral Reading in Polish and English: A Psycholinguistic Perspective" (Romatowski); (5) "Reading: A Universal Process" (Hodes); (6) "First Language Illiteracy - Second Language Reading: A Case Study" (Haddad); (7) "Factors Which Enable Deaf Readers to Get Meaning from Print" (Ewoldt); (8) "A Miscue Analysis of German Speakers Reading in German and English" (Mott); (9) "Reading in Spanish and English: Evidence from Adult ESL Students" (Clarke); (10) "An Exploratory Study of Bilingual Reading Proficiency" (Douglas); (11) "Developmental Patterns in Native and Non-Native Reading Acquisition" (Devine); and (12) "Coupling as a Text-building, Myth-evoking Strategy in Vietnamese: Implications for Second Language Reading" (Schafer). (JB)

Author: Susan A. Eggleston
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 194

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Author: Diane August
Publisher: Taylor & Francis
ISBN: 0805862080
Category : Education
Languages : en
Pages : 336

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Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.