READAL · Reading difficulties and second language learning: The effects of orthographic (non) transparency
FP6 — Marie Curie Actions (Human Resources and Mobility)
- Duration
- 2006-02-15 → 2009-02-14
- EU contribution
- €232,046
- Participants
- 2
- Scheme
- OIF
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Results in brief
Final Activity Report Summary - READAL (Reading difficulties and second language learning: The effects of orthographic (non) transparency)
The main aim of the present research was to investigate whether orthographic transparency might affect the course of literacy development in different languages and reading groups. Speeded word reading and reading comprehension were targeted. Phonological awareness, rapid letter naming, morphological knowledge, vocabulary and oral language, i.e. narrative skills, were the independent variables. Raven's coloured progressive matrices (RCPM) was a control variable. Four experiments were carried out. The first experiment examined 50 bilingual children from grades three to six, who had American-English as a first language and Greek as a second. A second experiment explored the same variables with a group of 50 American-English speaking monolingual children. A third experiment was performed using the same measures with 50 Greek monolingual children. The groups were matched on age, gender and general ability (RCPM score). The groups of 50 children were split into two separate subgroups: older readers, representing grades five and six, and younger readers, from grades three and four, in order to address developmental trends and group differences between younger (poor) and older (good) readers. In addition, a fourth experiment was conducted during the return phase using the same variables with a sample of 46 native Greek poor readers. These were matched on age, gender and RCPM score to the normal readers of experiment three, i.e. of the monolingual Greek sample, in order to examine the poor readers' profile on the respective skills and sub-skills. The results indicated similar developmental trends in reading across all four grades for the three groups. The level of orthographic transparency was not determining the course of reading development at late stages, e.g. from grade three to six. The findings highlighted the emergence of morphological and oral language (narrative) abilities as predictors of reading.
Data: CORDIS, © European Union
Project objective
The aim of the present research is to advance knowledge on the subject of first (L1) and second (L2) language reading in normal and poor readers, considering the unique orthographic features of L1 and L2. The interaction between the following variables is analysed: Readers (poor, normal), Language Orthographic Complexity (transparent, non-transparent), Language Familiarity (L1, L2), Gender (males, females). The research objectives are to examine: 1. the (developmental) trends associated with accuracy and s peed of reading letters, isolated words and text in L1 and L2; 2. the differences between normal and poor readers on accuracy and speed of processing letters, words and text in L1 and L2; 3. whether linguistic features such as orthographic depth and morpho -syntactic complexity may differentially interact with readers¿ individual characteristics in determining the course of L1 and L2 reading development; 4. gender differences in relation to the above. Two studies are designed to address the above objectives. First, a longitudinal study will use American children who have English L1 and Greek L2. A second study with one experiment will examine Greek children with Greek L1 and English L2. Data from both studies will be used to directly investigate the effects o f orthographic complexity on L1 and L2 literacy development in normal and poor readers. Innovative aspects of the project include the implementation of powerful techniques such as Item Response Theory and Growth Curve Analysis in combination with the study of literacy development across languages. The project builds on the applicant¿s existing contribution in cross-linguistic research. It addresses issues related to the literacy skills of children with learning problems and has implications for language lea rning, educational opportunities, employment and welfare of European and wider populations. It promotes EU scientific excellence, participation of women in research and reintegration to less-favoured regions.
Original text from CORDIS.
Participants
- University of Patras · PATRASCoordinatorGreece
- UNIVERSITY OF HOUSTON · HOUSTON, TEXASCity levelUnited States
Links
Data: CORDIS, © European Union