Difference between revisions of "Orthography"
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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> | ||
Can an intervention using focused, meaning-based encoding increase the quality of lexical representations for these learners? | Can an intervention using focused, meaning-based encoding increase the quality of lexical representations for these learners? | ||
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| + | ==Background and Significance== | ||
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==The Intervention Design:== | ==The Intervention Design:== | ||
Revision as of 01:31, 17 May 2009
==Lexical Quality of English Second Language Learners:
Contents
Effects of Focused Training on Orthographic Encoding Skill
Authors:
Susan Dunlap, Benjamin Friedline, Alan Juffs, Charles A. Perfetti
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.
Can an intervention using focused, meaning-based encoding increase the quality of lexical representations for these learners?
Background and Significance
The Intervention Design:
Subject (between-subjects) Variables -- L1; ESL Level
Independent Variable (within-subjects) -- training condition (form only, form+meaning)
Dependent Variables -- accuracy on audio dictation and spelling recognition tasks; gains from pre-test to post-test
