探索写作成绩差距:剖析英语为额外语言儿童的写作挑战和预测因素

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Sophie A. Booton, Prerna Menon, Maria Kyriacou, Victoria A. Murphy
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引用次数: 0

摘要

虽然有证据表明,英语作为额外语言(EAL)的儿童与英语为单语(EL1)的同龄人相比,在英语写作成绩上存在差距,但这种差距的根源仍不清楚。本研究探讨了除了口语和阅读技能之外,写作是否对英语为第二语言的儿童构成特殊挑战,以及影响写作技能的因素在英语为第二语言的儿童群体和英语为第一语言的儿童群体之间是否存在差异。在一项纵向设计中,100 名 9 至 10 岁的儿童在一学年中完成了两次小说写作任务和单词拼写任务。他们还完成了一项非虚构写作任务,以及非语言智能、接受性词汇、表达性和接受性口语、解码和阅读理解等方面的测量。与单语儿童相比,EAL 儿童的一般写作成绩较低,这与他们的其他语言和阅读技能相称,但他们在单词拼写方面相对较强。EAL儿童和单语儿童的预测因素相似,解码技能预测拼写和写作,口语表达预测写作。此外,还讨论了体裁和特定写作子技能的影响,以及缩小写作水平差距的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language

While there is some evidence of a gap in English writing achievement between children with English as an additional language (EAL) compared to their monolingual English-speaking (EL1) peers, the source of this gap remains unclear. This study examines whether writing presents a specific challenge for children with EAL beyond their oral language and reading skills, and whether the factors affecting writing skills differ between EAL and EL1 groups. In a longitudinal design, 100 children aged 9 to 10 years completed a fiction writing task and single-word spelling task twice over a school year. They also completed a non-fiction writing task, and measures of nonverbal intelligence, receptive vocabulary, expressive and receptive oral language, decoding, and reading comprehension. Children with EAL demonstrated lower general writing performance than monolinguals, commensurate with their other language and reading skills, but a relative strength in single-word spelling. Predictors were similar for children with EAL and monolinguals, with decoding skill predicting spelling and writing, and expressive oral language predicting writing. Effects of genre and specific writing sub-skills are also discussed, as well as implications for closing the writing attainment gap.

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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.
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