Investigating L2 reading aloud and silent reading in typically developing readers and dyslexic adolescents from grades 6 to 9

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL
Dyslexia Pub Date : 2021-09-08 DOI:10.1002/dys.1693
Eva Commissaire, Elisabeth Demont
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引用次数: 1

Abstract

The goal of this study was to examine the reading performance of French typically developing readers and dyslexic adolescents from grades 6 to 9 in English as a second language (L2) learned in a school context. Lexicality effects and the impact of two sub-lexical variables, that is cross-language orthographic markedness and congruency of grapheme-to-phoneme correspondences (GPCs), were investigated in three tasks: L2 reading aloud and lexical decision, and L2-to-L1 translation. English words and nonwords were divided into three conditions: (a) marked condition in which items have an L2-specific orthographic pattern (e.g., town), (b) unmarked congruent condition in which items have an L1/L2 shared orthography and similar GPCs across languages (e.g., fast) and (c) unmarked incongruent condition that contains incongruent GPCs across languages (e.g., dirt). The results yielded a significant deficit in dyslexic readers in all three tasks, suggesting poor decoding but also poor lexical orthographic representations in L2 and difficulties in connecting form to semantic representations. This deficit was mostly observed for the unmarked incongruent conditi-on, highlighting the need to carefully manipulate the sub-lexical features of items when examining L2 reading. The results are discussed in relation to the cross-language transfer hypothesis and to mono- and bilingual models of reading.

调查六至九年级典型发展中的读者和失读症青少年的二语朗读和默读
本研究的目的是检查法语典型发展读者和6至9年级阅读困难青少年在学校环境中学习英语作为第二语言(L2)的阅读表现。在二语朗读与词汇决策和二语翻译中,考察了词性效应和两个亚词性变量,即跨语言正字法标记性和字素-音素对应一致性的影响。将英语单词和非单词分为三种情况:(a)标记条件,其中项目具有L2特定的正字法模式(例如,town); (b)未标记一致条件,其中项目具有L1/L2共享正字法和跨语言相似的gpc(例如,fast); (c)未标记不一致条件,包含跨语言不一致的gpc(例如,dirt)。结果显示,失读症读者在所有三个任务中都有明显的缺陷,这表明他们在二语中解码能力较差,词汇正字法表征也较差,并且在将形式与语义表征联系起来方面存在困难。这种缺陷主要是在未标记的不一致条件下观察到的,这突出了在检查二语阅读时仔细处理项目的亚词汇特征的必要性。研究结果与跨语言迁移假说以及单语和双语阅读模式有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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