English foreign language reading and spelling diagnostic assessments informing teaching and learning of young learners

IF 2.2 1区文学 0 LANGUAGE & LINGUISTICS

Language Testing Pub Date : 2023-04-29 DOI:10.1177/02655322231162838

Janina Kahn-Horwitz, Zahava Goldstein

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引用次数: 0

Abstract

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.

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英语外语阅读和拼写诊断评估为年轻学习者的教学提供信息

为了为英语-外语（EFL）的识字诊断评估提供信息，本研究调查了175名五年级至十年级的第一语言希伯来语EFL年轻学习者在单字母字形识别、子单词和单词阅读以及字母和数字的快速自动命名（RAN）方面表现出的差异程度。此外，这项横断面准实验定量研究考察了上述识字成分与口语阅读速度、拼写、词汇、句法和形态意识之间的相关性。单字母字形识别的等级之间没有差异，参与者在这项任务中表现出不完全的自动识别。各年级的子词识别能力有所提高。然而，研究结果突显出缺乏掌握。子词识别与单词阅读和拼写相关。RAN加速测量和口语阅读速度与旧年级的子单词、单词识别和拼写相关，说明准确性和速度成分的存在。识字成分与词汇、句法和形态意识之间的年级相关性为解释多层单词知识如何促进识字习得的理论提供了支持。这些包括EFL诊断评估的结果可以为阅读和拼写教学提供信息。

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

Language Testing Multiple-

CiteScore

6.70

自引率

9.80%

发文量

期刊介绍： Language Testing is a fully peer reviewed international journal that publishes original research and review articles on language testing and assessment. It provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. This includes researchers and practitioners in EFL and ESL testing, and assessment in child language acquisition and language pathology. In addition, special attention is focused on issues of testing theory, experimental investigations, and the following up of practical implications.