PREDICTORS OF EARLY READING DEVELOPMENT IN A FIRST AND SECOND LANGUAGE

Rhonda Marie Joy; Assist.prof.dr.rhonda Joy

EN TR

PREDICTORS OF EARLY READING DEVELOPMENT IN A FIRST AND SECOND LANGUAGE

Abstract

As globalization becomes more widespread and countries become more multicultural, there is an increased need to understand how to effectively promote the learning of foreign languages. An important part of that process relates to understanding how reading develops when a child is learning a new language. Researchers' focus on assessing students' foreign language oral language proficiency has not provided as much insight as expected into that development. This paper reports on a study of grade one students whose first language was English and who were being schooled in French as a second language. The context provided an ideal case in which to investigate how well variables in addition to oral language proficiency such as phonological awareness, word reading, memory, rapid automatized naming (RAN), and vocabulary predict reading development in a first and second language. Methods involved testing 47 Canadian students at the beginning and end of the school year. Findings revealed that word reading was the sole variable that predicted reading development within and across time and for the first and second language. Phonological awareness and RAN were the next most important variables, followed by memory and vocabulary. Oral language proficiency did not play a significant role. The results of this study suggest that those involved in assessing young children's first and second language reading should focus on word reading, phonological awareness, RAN and memory. As well, findings suggest that oral language proficiency in a foreign or second language may not be an accurate predictor of reading development.

Keywords

İLK VE İKİNCİ DİLDE İLK OKUMAYI GELİŞTİRMEYİ ETKİLEYEN FAKTÖRLER

Öz

Problem (amaç): Küreselleşme ve ülkelerin çok kültürlülüğü yaygınlaştıkça etkili bir ikinci dil öğrenmenin nasıl olabileceğinin anlaşılması gereksinimi de artmıştır. Bunu anlamanın bir yolu bir çocuğun yeni bir dili nasıl öğrendiğinin tanımlanmasından geçebilir. Yeni bir dili öğrenen çocuğun bunu nasıl yaptığına ilişkin alanyazında birçok çalışmaya rastlamak olanaklıdır. Ancak ilk dil olarak İngilizce ve ikinci dil olarak Fransızca'nın öğrenilmesinde, okumada önemli etkisi olan fonolojik farkındalık vb ile ilgili faktörlere dönük bir çalışmaya rastlanmamıştır. Bu çalışmanın amacı söz konusu faktörlerin neler olabileceğini ve bu faktörlerin ikinci dilin söz-kelime kodu üzerinde nasıl rol oynayabileceğini ortaya koymaktır. Yöntem: Çalışma Kanada okullarından üç tane birinci sınıftan (okuma sınıfı) kırk yedi (20 Bay-27 Bayan) öğrenci ile yapıldı. Bu öğrencilerin ilk dilleri İngilizce idi ve üçüncü sınıfa kadar da İngilizce ile ilgili bir ders almıyorlardı. Bu öğrencilere yılın başında ve sonunda olmak üzere iki test uygulandı. İngilizce ve Fransızca tesler çocuklara bire bir okunarak sunuldu. Herbir testte (ayrıntıları makale metninde oluşturulan tablolar ile verilen) ölçümler yapıldı. Bulgular: Araştırmanın sonucunda ilk ve ikinci dilde okumayı geliştirme süreci içinde kelime okuma tek değişken olarak bulundu. Bellek ve kelime takibi sağlayan sonraki iki önemli değişken ise fonolojik farkındalık ve hızlı otomotik adlandırma (HOA) idi. Diğer yandan bu süreçte, oral dil yeterliği anlamlı bir rol oynamamaktaydı. Öneriler: Bu çalışmanın sonuçlarına bakarak çocukların ilk ve ikinci dilde okumalarında, fonolojik farkındalık, bellek ve hızlıu otomotik adlandırma (HOA) üzerine yoğunlaşılması gerektiği söylenebilir. Diğer yandan oral dil yeterliğine gerekenden fazla bir anlam yüklenmemesi gerekliliği de bir başka öneri olarak sunulabilir.

Anahtar Kelimeler

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Details

Primary Language

English

Subjects

Studies on Education

Journal Section

Research Article

Authors

Rhonda Marie Joy

Assist.prof.dr.rhonda Joy

Publication Date

September 20, 2010

Submission Date

September 20, 2010

Acceptance Date

-

Published in Issue

Year 1970 Volume: 1 Number: 2

IZ

https://izlik.org/JA78EZ32DS

Cite

RIS / Bibtex

APA

Joy, R. M., & Joy, A. (2010). PREDICTORS OF EARLY READING DEVELOPMENT IN A FIRST AND SECOND LANGUAGE. E-Uluslararası Eğitim Araştırmaları Dergisi, 1(2), 1-16. https://izlik.org/JA78EZ32DS