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Impact of explicit phonological awareness instruction on spelling knowledge, orthographic processing skills, and reading speed and accuracy of adult Arab ESL learners

机译：明确的语音意识教学对阿拉伯ESL成人学习者的拼写知识，拼字处理技能以及阅读速度和准确性的影响

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摘要

This quantitative study investigated potential effects of providing explicit phonological instruction on international students' spelling knowledge, orthographic processing skills, and reading speed and comprehension. In addition, the study compared Arab participants to their non-Arab peers in four particular aspects: gains, interaction, performance and differences between the two groups before and after the treatment. The phonological instruction consisted of five groups of the English sounds, six groups of blends, five phonetic skills, and two decoding skills. The phonological instruction was carried out during the reading class time and delivered for a month. A total of 53 ESL international students participated in the study. Analyses employed three different grouping criteria: one whole group (n = 53), two main groups: Arab (n = 38) and non-Arab (n = 15), and three main groups: foundation (only Arab n = 4), beginner (Arab n = 27 + non-Arab n = 8) and low intermediate (Arab n = 7 + non-Arab n = 7). All participants took pretests in spelling, pseudowords (nonsense words), and reading speed and comprehension, went through the phonological instruction treatment, and took posttests in the same skills. The spelling and pseudoword pre and posttests were identical across all participants in all proficiency levels. However, reading speed and comprehension pre and posttests were identical in each proficiency level but different across all proficiency levels. Due to an unexpected change in the study design, all participants were exposed to the phonological instruction treatment and there was no control group. Consequently, the study could not provide a direct evidence for the impact of the phonological instruction treatment on the target skills. Nevertheless, in the first aspect where the study analyzed gain scores of participants in the target skills, findings from this study revealed that all participants (n = 53) scored in the posttests significantly higher than the pretests in both spelling and pseudoword. However, when separating participants into two groups: Arab and non-Arab, findings showed that the Arab group increased significantly in both spelling and pseudoword whereas the non-Arab group increased significantly only in spelling but not in pseudoword. Further, while each group of Arab and non-Arab participants in the beginner level did not significantly increase in reading speed, each group of Arab and non-Arab students in the low intermediate level significantly increased in the posttest. Moreover, each group of Arab and non-Arab participants in both beginner and low intermediate levels did not significantly increase in the comprehension posttests. In the second aspect, the study examined differences in performance between the two groups of participants in the target skills. Findings showed that differences found in the way the two groups changed over time in the gain scores of all target skills were not statistically significant. In the third aspect, the study compared Arab to non-Arab participants based on their gain scores in the target skills. In spelling, findings showed that none of the two groups outperformed the other because both groups significantly increased in spelling. In pseudoword however, findings suggested that Arab participants outperformed their non-Arab peers because only Arab students significantly increased in their pseudoword gains scores. In reading speed, because none of the two groups in the beginner level significantly increased in their gain scores, findings suggested that none of two groups outperformed the other. Similarly, findings suggested that none of the two groups in the low intermediate level outperformed each other because both groups significantly increased in reading speed. The Arab and non-Arab groups in both the beginner and the low intermediate levels did not significantly increase in the comprehension gain scores, therefore, findings suggested that none of the groups in either proficiency level outperformed the other. In the fourth aspect, the study analyzed differences in the pre-existing knowledge between Arab and non-Arab groups in the target skills according to their mean scores in the pretests. Findings suggested that while spelling background knowledge of the non-Arab group is substantially significantly richer than the spelling background knowledge of the Arab group, the two groups did not significantly differ in their background knowledge in English orthographic conventions. Furthermore, findings exhibited that non-Arab participants in the beginner level were reading with a significantly higher rate in the pretest than their Arab counterparts. On the other hand, findings revealed that there were no significant differences between low intermediate Arab and non-Arab groups in their reading speed prior to the phonological instruction. In comprehension, findings showed that the non-Arab group in both beginner and low intermediate levels scored significantly higher than their Arab peers in the pretest.
机译：这项定量研究调查了提供明确的语音教学对国际学生的拼写知识，拼字处理技能以及阅读速度和理解力的潜在影响。此外，该研究在四个方面比较了阿拉伯受试者与非阿拉伯受试者的差异：治疗前后两组的收益，相互作用，表现和差异。语音教学由五组英语声音，六组混音，五种语音技能和两种解码技能组成。语音教学是在阅读课期间进行的，为期一个月。共有53名ESL国际学生参加了这项研究。分析采用了三种不同的分组标准：一个整体组（n = 53），两个主要组：阿拉伯（n = 38）和非阿拉伯（n = 15），以及三个主要组：基础（仅阿拉伯n = 4），初学者（阿拉伯n = 27 +非阿拉伯n = 8）和低中级（阿拉伯n = 7 +非阿拉伯n = 7）。所有参与者都进行了拼写，假单词（废话），阅读速度和理解力的预测试，经过语音教学处理，并以相同的技能参加了后测试。在所有水平的所有参与者中，拼写和伪单词的前测和后测相同。但是，每个熟练程度的阅读速度和理解力以及前后测验均相同，但所有熟练程度的阅读速度和理解力均不同。由于研究设计中的意外更改，所有参与者都接受了语音教学治疗，没有对照组。因此，该研究无法为语音教学对目标技能的影响提供直接证据。但是，在本研究分析目标技能参与者得分的第一方面，这项研究的结果表明，所有后测试中的参与者（n = 53）在拼写和伪字方面的得分均明显高于前测。但是，将参与者分为阿拉伯和非阿拉伯两组时，研究结果表明，阿拉伯组的拼写和伪词都显着增加，而非阿拉伯组的拼写和伪词则仅显着增加。此外，虽然初学者水平的每组阿拉伯和非阿拉伯参与者的阅读速度均没有显着提高，但中低水平的阿拉伯和非阿拉伯学生的每组在后测中均显着提高。而且，无论是初学者还是中低水平的每组阿拉伯人和非阿拉伯人参加者，其理解力后测都没有显着增加。在第二个方面，研究检查了目标技能两组参与者之间的表现差异。研究结果表明，两组在所有目标技能的得分上随时间变化的方式差异均无统计学意义。在第三方面，该研究根据阿拉伯人与非阿拉伯人在目标技能上的得分进行比较。在拼写方面，研究结果表明，两组的拼写都没有明显提高，这是因为两组的拼写都大大提高了。然而，在伪词方面，研究结果表明，阿拉伯参与者的表现优于非阿拉伯同because，因为只有阿拉伯学生的伪词增益得分显着提高。在阅读速度方面，由于初学者中的两组都没有明显提高他们的得分，因此研究结果表明两组都没有一个优于其他组。同样，研究结果表明，处于低中级水平的两组都没有表现优异，因为两组的阅读速度均显着提高。初学者和中低水平的阿拉伯人和非阿拉伯人组的理解力得分均没有显着提高，因此，研究结果表明，两个水平的组中没有一个优于另一个组。在第四方面，研究根据阿拉伯人和非阿拉伯人群体在预先测试中的平均得分，分析了他们在目标技能上已有知识的差异。研究结果表明，尽管非阿拉伯族的拼写背景知识比阿拉伯族的拼写背景知识明显丰富得多，但在英语拼写惯例中，两组的背景知识没有显着差异。此外，调查结果显示，初学者水平的非阿拉伯参与者在阅读前的阅读率明显高于阿拉伯阿拉伯参与者。另一方面，研究结果表明，在语音教学之前，低水平的阿拉伯中亚人和非阿拉伯人之间的阅读速度没有显着差异。理解中研究发现，非阿拉伯人群在初学者和中级低水平上的得分均明显高于阿拉伯人在预测试中的得分。

著录项

  • 作者

    Alshammari, Meshari.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 English as a second language.;Adult education.;Higher education.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 145 p.
  • 总页数 145
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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