Orthography - Revision history

Susan-Dunlap at 16:26, 2 June 2009

2009-06-02T16:26:56Z

← Older revision		Revision as of 16:26, 2 June 2009
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	- Vowel errors were the most prevalent for Arabic L1<BR>		- Vowel errors were the most prevalent for Arabic L1<BR>
	- For all L1 groups, errors decrease from Level 3 to Level 5<BR>		- For all L1 groups, errors decrease from Level 3 to Level 5<BR>
	[[Image:~~Slide1~~.jpg]]		[[Image:phase1results.jpg]]
	<BR>		<BR>
	Results of Phase 2 show that:<BR>		Results of Phase 2 show that:<BR>

2009-06-02T16:24:43Z

← Older revision		Revision as of 16:24, 2 June 2009
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	==Lexical Quality of English Second Language Learners:<BR>Effects of Focused Training on Orthographic Encoding Skill==		==Lexical Quality of English Second Language Learners:<BR>Effects of Focused Training on Orthographic Encoding Skill==

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	- Vowel errors were the most prevalent for Arabic L1<BR>		- Vowel errors were the most prevalent for Arabic L1<BR>
	- For all L1 groups, errors decrease from Level 3 to Level 5<BR>		- For all L1 groups, errors decrease from Level 3 to Level 5<BR>
	[[Image:~~phase1results~~.~~BMP~~]]		[[Image:Slide1.jpg]]
	<BR>		<BR>
	Results of Phase 2 show that:<BR>		Results of Phase 2 show that:<BR>
	- There was some improvement from pre-test to post-test scores on audio dictation (spelling) and spell check (lexical decision) tasks.<BR>		- There was some improvement from pre-test to post-test scores on audio dictation (spelling) and spell check (lexical decision) tasks.<BR>
	[[Image:~~phase2results~~.~~BMP~~]]		[[Image:Slide7.jpg]]

	==References:==		==References:==

2009-06-02T16:19:48Z

← Older revision		Revision as of 16:19, 2 June 2009
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	~~==Lexical Quality of English Second Language Learners:~~


	==Lexical Quality of English Second Language Learners:<BR>Effects of Focused Training on Orthographic Encoding Skill==		==Lexical Quality of English Second Language Learners:<BR>Effects of Focused Training on Orthographic Encoding Skill==
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	- Vowel errors were the most prevalent for Arabic L1<BR>		- Vowel errors were the most prevalent for Arabic L1<BR>
	- For all L1 groups, errors decrease from Level 3 to Level 5<BR>		- For all L1 groups, errors decrease from Level 3 to Level 5<BR>
			[[Image:phase1results.BMP]]
	<BR>		<BR>
	Results of Phase 2 show that:<BR>		Results of Phase 2 show that:<BR>
	- There was some improvement from pre-test to post-test scores on audio dictation (spelling) and spell check (lexical decision) tasks.<BR>		- There was some improvement from pre-test to post-test scores on audio dictation (spelling) and spell check (lexical decision) tasks.<BR>
	[[Image:~~brown bag 2-11-09~~.~~ppt~~]]		[[Image:phase2results.BMP]]

	==References:==		==References:==

2009-05-21T11:24:35Z

Results:

← Older revision		Revision as of 11:24, 21 May 2009
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	Results of Phase 2 show that:<BR>		Results of Phase 2 show that:<BR>
	- There was some improvement from pre-test to post-test scores on audio dictation (spelling) and spell check (lexical decision) tasks.<BR>		- There was some improvement from pre-test to post-test scores on audio dictation (spelling) and spell check (lexical decision) tasks.<BR>
			[[Image:brown bag 2-11-09.ppt]]

	==References:==		==References:==

2009-05-21T11:22:54Z

Effects of Focused Training on Orthographic Encoding Skill

← Older revision		Revision as of 11:22, 21 May 2009
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	==Lexical Quality of English Second Language Learners:		==Lexical Quality of English Second Language Learners:

	==Effects of Focused Training on Orthographic Encoding Skill==
			==Lexical Quality of English Second Language Learners:<BR>Effects of Focused Training on Orthographic Encoding Skill==

	==Authors:==		==Authors:==

2009-05-21T11:16:27Z

Results:

← Older revision		Revision as of 11:16, 21 May 2009
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	==Results:==		==Results:==
	Results of Phase 1 show<BR>		Results of Phase 1 show that:<BR>
	- Arabic L1 group makes more errors compared to other L1 groups; this difference persists through Level 5<BR>		- Arabic L1 group makes more errors compared to other L1 groups; this difference persists through Level 5<BR>
	- Vowel errors were the most prevalent for Arabic L1<BR>		- Vowel errors were the most prevalent for Arabic L1<BR>
	- For all L1 groups, errors decrease from Level 3 to Level 5		- For all L1 groups, errors decrease from Level 3 to Level 5<BR>
			<BR>
			Results of Phase 2 show that:<BR>
			- There was some improvement from pre-test to post-test scores on audio dictation (spelling) and spell check (lexical decision) tasks.<BR>

	==References:==		==References:==

2009-05-21T11:13:46Z

Results:

← Older revision		Revision as of 11:13, 21 May 2009
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	==Results:==		==Results:==
	Results of Phase 1 show<BR>		Results of Phase 1 show<BR>
	- Arabic L1 group makes more errors compared to other L1 groups~~<BR>~~		- Arabic L1 group makes more errors compared to other L1 groups; this difference persists through Level 5<BR>
	~~- This~~ difference persists through Level 5<BR>
	- Vowel errors were the most prevalent for Arabic L1<BR>		- Vowel errors were the most prevalent for Arabic L1<BR>
	- For all L1 groups, errors decrease from Level 3 to Level 5		- For all L1 groups, errors decrease from Level 3 to Level 5

	==References:==		==References:==

2009-05-21T11:13:17Z

Results:

← Older revision		Revision as of 11:13, 21 May 2009
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	==Results:==		==Results:==
	Results of Phase 1 show<BR>		Results of Phase 1 show<BR>
	Arabic L1 group makes more errors compared to other L1 groups<BR>		- Arabic L1 group makes more errors compared to other L1 groups<BR>
	~~this~~ difference persists through Level 5<BR>		- This difference persists through Level 5<BR>
	~~vowel~~ errors were the most prevalent for Arabic L1<BR>		- Vowel errors were the most prevalent for Arabic L1<BR>
	~~for~~ all L1 groups, errors decrease from Level 3 to Level 5		- For all L1 groups, errors decrease from Level 3 to Level 5

	==References:==		==References:==

2009-05-21T11:12:48Z

Results:

← Older revision		Revision as of 11:12, 21 May 2009
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	==Results:==		==Results:==
			Results of Phase 1 show<BR>
			Arabic L1 group makes more errors compared to other L1 groups<BR>
			this difference persists through Level 5<BR>
			vowel errors were the most prevalent for Arabic L1<BR>
			for all L1 groups, errors decrease from Level 3 to Level 5

	==References:==		==References:==

2009-05-21T11:10:11Z

The Research Problem:

← Older revision		Revision as of 11:10, 21 May 2009
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	==The Research Problem:==		==The Research Problem:==
	Arabic L1 students of ESL have poorer orthographic representations (i.e., spelling) than other L1 backgrounds (e.g., Korean, Chinese, Spanish). This difference cannot be accounted for by L1 writing system, L1 orthographic depth, or L2 vocabulary knowledge/fluency.<BR>		Arabic L1 students of ESL have poorer orthographic representations (i.e., spelling) than other L1 backgrounds (e.g., Korean, Chinese, Spanish). This difference cannot be accounted for by L1 writing system, L1 orthographic depth, or L2 vocabulary knowledge/fluency.<BR>
	Phase 1<BR>		Phase 1 -<BR>
	Can we statistically confirm teacher observations of L1 background differences in spelling ability of ESL students?<BR>		Can we statistically confirm teacher observations of L1 background differences in spelling ability of ESL students?<BR>
	Phase 2<BR>		Phase 2 -<BR>
	Can an intervention using focused, meaning-based encoding increase the quality of lexical representations for these learners?<BR>		Can an intervention using focused, meaning-based encoding increase the quality of lexical representations for these learners?<BR>