教学对阅读技能跨语言迁移的影响:来自纵向随机对照试验的证据

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
{"title":"教学对阅读技能跨语言迁移的影响:来自纵向随机对照试验的证据","authors":"","doi":"10.1007/s11145-023-10508-1","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Longitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (<em>N</em> = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided with explicit and systematic Setswana language instruction in phonological awareness and phonics (<em>n</em> = 1964), whereas those in comparison condition received business-as-usual instruction (<em>n</em> = 2574). Children’s literacy skills were assessed four times: Time 1 in the beginning of Grade 1, Time 2 at the end of Grade 1, Time 3 at the end of Grade 2, and Time 4 at the end of Grade 4. Literacy data in Setswana were collected in all four time points, whereas data in English were collected in Times 3 and 4. Results from confirmatory factor analysis and structural equation modeling showed that L1 Setswana literacy skill strongly predicted concurrent L2 English reading skill across instructional contexts. However, the longitudinal relation from Grade 2 Setswana literacy skill to Grade 4 English reading skill was found only for those in the treatment condition, but not for those in the comparison condition, after accounting for concurrent relations between Setswana and English. These results suggest that instructional contexts in L1 have implications for the nature relations between L1 and L2 literacy skills.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"6 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial\",\"authors\":\"\",\"doi\":\"10.1007/s11145-023-10508-1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Abstract</h3> <p>Longitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (<em>N</em> = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided with explicit and systematic Setswana language instruction in phonological awareness and phonics (<em>n</em> = 1964), whereas those in comparison condition received business-as-usual instruction (<em>n</em> = 2574). Children’s literacy skills were assessed four times: Time 1 in the beginning of Grade 1, Time 2 at the end of Grade 1, Time 3 at the end of Grade 2, and Time 4 at the end of Grade 4. Literacy data in Setswana were collected in all four time points, whereas data in English were collected in Times 3 and 4. Results from confirmatory factor analysis and structural equation modeling showed that L1 Setswana literacy skill strongly predicted concurrent L2 English reading skill across instructional contexts. However, the longitudinal relation from Grade 2 Setswana literacy skill to Grade 4 English reading skill was found only for those in the treatment condition, but not for those in the comparison condition, after accounting for concurrent relations between Setswana and English. These results suggest that instructional contexts in L1 have implications for the nature relations between L1 and L2 literacy skills.</p>\",\"PeriodicalId\":48204,\"journal\":{\"name\":\"Reading and Writing\",\"volume\":\"6 1\",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-02-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading and Writing\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11145-023-10508-1\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-023-10508-1","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

摘要 南非低年级阅读研究(EGRS I)的纵向数据(N = 4538)被用来研究教学环境在儿童母语(第一语言塞茨瓦纳语)和第二语言(第二语言英语)之间的识字技能关系中的作用。所有儿童在一至三年级都接受了塞茨瓦纳语的识字教学。但是,治疗条件下的儿童接受了明确、系统的塞茨瓦纳语语音意识和语音教学(n = 1964),而对比条件下的儿童则接受了常规教学(n = 2574)。对儿童的读写能力进行了四次评估:第 1 次在一年级开始时,第 2 次在一年级结束时,第 3 次在二年级结束时,第 4 次在四年级结束时。在所有四个时间点都收集了塞茨瓦纳语的识字数据,而在第 3 和第 4 个时间点收集了英语数据。确证因子分析和结构方程模型的结果表明,在不同的教学情境中,第一语言塞茨瓦纳语的读写能力对第二语言英语阅读能力有很强的预测作用。然而,在考虑了塞茨瓦纳语和英语之间的并发关系后,从二年级塞茨瓦纳语读写能力到四年级英语阅读能力的纵向关系只在治疗条件下的学生身上发现,而在对比条件下的学生身上没有发现。这些结果表明,L1 的教学环境对 L1 和 L2 读写能力之间的性质关系有影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Instruction influences cross-language transfer of reading skills: evidence from a longitudinal randomized controlled trial

Abstract

Longitudinal data from the Early Grade Reading Study (EGRS I) in South Africa (N = 4538) were used to examine the role of instructional contexts in the relations of literacy skills between children’s home language (L1 Setswana) and a second language (L2 English). All children received literacy instruction in Setswana in Grades 1 to 3. However, children in the treatment condition were provided with explicit and systematic Setswana language instruction in phonological awareness and phonics (n = 1964), whereas those in comparison condition received business-as-usual instruction (n = 2574). Children’s literacy skills were assessed four times: Time 1 in the beginning of Grade 1, Time 2 at the end of Grade 1, Time 3 at the end of Grade 2, and Time 4 at the end of Grade 4. Literacy data in Setswana were collected in all four time points, whereas data in English were collected in Times 3 and 4. Results from confirmatory factor analysis and structural equation modeling showed that L1 Setswana literacy skill strongly predicted concurrent L2 English reading skill across instructional contexts. However, the longitudinal relation from Grade 2 Setswana literacy skill to Grade 4 English reading skill was found only for those in the treatment condition, but not for those in the comparison condition, after accounting for concurrent relations between Setswana and English. These results suggest that instructional contexts in L1 have implications for the nature relations between L1 and L2 literacy skills.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信