Abstract
<p><em>Previous research has demonstrated that L1 orthographic features and literacy experiences may influence some lower-level processing skills in L2 literacy development. The goal of this study is to expand understanding of this influence on the development of ESL word reading and spelling skills among a group of 49 intermediate-level Arabic learners of English as a Second Language (ESL) and a corresponding comparison group of 50 Japanese ESL learners. Data were collected on a spelling test, a reading comprehension test, and a series of word reading tasks which include reading words with a missing vowel, reading words with a missing consonant, reading a regular wordlist, and reading pseudo-words. The results indicated that at the same level of reading comprehension, the Japanese ESL group performed significantly better than the Arabic group on spelling and all the word reading measures except the accuracy and speed in reading words with a missing vowel. The study also found that the Arabic ESL learners were more adversely affected in both accuracy and speed of reading words with a missing consonant compared with reading words with a missing vowel. Furthermore, accuracy in reading words with a missing consonant was found to be the best predictor of reading comprehension for the Arabic group but for the Japanese group, spelling and accuracy in reading words with a missing consonant were both significant predictors of ESL reading comprehension. The findings were discussed in relation to previous research. Pedagogical implications were also addressed.</em></p>
Highlights
The development of literacy skills is a long and complex process, which involves the development of literacy-related precursor skills, word-level skills, and text-level skills
The Arabic and Japanese English as a Second Language (ESL) groups were at the same level of reading comprehension but the Japanese group performed significantly better than the Arabic group on spelling, word recognition efficiency, phonemic decoding efficiency, and accuracy and speed in reading words with a missing consonant
The findings confirm those of Fender (2003) that Japanese ESL learners were significantly faster and more accurate compared to the Arabic ESL group in the lexical decision task
Summary
The development of literacy skills is a long and complex process, which involves the development of literacy-related precursor skills, word-level skills, and text-level skills. Skilled word reading involves a combination of orthographic and phonological processes. With both orthographic and phonological knowledge, English speakers know that rain, reign, and rein are different English words even though they sound the same, and can tell which letter combinations may indicate a possible English word, for example, boudel makes a possible English word based on English phonological rules but ebdluo does not. Spelling involves both phonological and orthographic processing skills. The goal of the current study is to expand understanding of the possible influence of L1 orthographic knowledge on the development of ESL word reading and spelling skills through a cross-linguistic study with two ESL groups, Arabic and Japanese native speakers
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
